{ "entity_id": "S-ACT-030", "folder": "ACT-Teacher-Quality-Institute", "name": "ACT Teacher Quality Institute", "type": "Statutory Authority", "jurisdiction": "ACT", "portfolio": "Education", "website": "https://www.tqi.act.edu.au/", "data_status": "rich", "completeness": { "has_strategy_brief": true, "has_strategy_structured": true, "has_vision": false, "has_kpi_targets": true, "has_kpi_results": true, "has_strategy_overview": true, "has_legislation_text": true, "has_legislation_structured": false, "has_global_initiatives_text": false, "has_ideas": true, "has_artifacts": true, "n_ideas": 12, "n_legislation": 0, "n_artifacts": 8, "n_kpi_targets": 3, "n_kpi_results": 3, "n_outcomes": 2, "verified_own_data": true }, "strategy_profile": { "status": "published", "confidence": "high", "summary": "To enhance the quality of teaching in the ACT education system through professional development, research, and collaboration with educators and educational institutions. [AR p.4]", "official_site_url": "https://www.tqi.act.edu.au/", "source_documents": [ { "type": "annual_report", "title": "2024-25 ACT Education Directorate Annual Report Corrigendum (617.8 KB)", "url": "https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2985918/2024-25-ACT-Education-Directorate-Annual-Report-Corrigendum.pdf", "period": "2024-25", "confidence": "high" }, { "type": "annual_report", "title": "2023-24 Annual Report (1.8 MB)", "url": "https://www.tqi.act.edu.au/__data/assets/pdf_file/0010/2790361/FINAL-TYPESET-EDUCATION-DIRECTORATE-Annual-Report-2023-24-TQI.pdf", "period": "2023-24", "confidence": "high" }, { "type": "annual_report", "title": "2022-23 Annual Report (2.5 MB)", "url": "https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2305086/20231017-TQI-Annual-Report-final.pdf", "period": "2022-23", "confidence": "high" }, { "type": "annual_report", "title": "2020-21 Annual Report (1.6 MB)", "url": "https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1914639/TQI-2020-21-Annual-Report-Final-Published-Web-Version1.pdf", "period": "2020-21", "confidence": "high" }, { "type": "annual_report", "title": "2019-20 Annual Report (1.7 MB)", "url": "https://www.tqi.act.edu.au/__data/assets/pdf_file/0011/1679402/TQI-2019-20-Annual-Report-Final-Published_Web-Version1.pdf", "period": "2019-20", "confidence": "high" }, { "type": "strategie", "title": "Download a copy of the TQI Strategic Direction 2022 – 2024", "url": "https://www.tqi.act.edu.au/__data/assets/pdf_file/0003/2201295/TQI_Strategic_Direction_2022_2024.pdf", "period": "2012", "confidence": "medium" } ], "purpose": { "text": "To enhance the quality of teaching in the ACT education system through professional development, research, and collaboration with educators and educational institutions. [AR p.4]", "source_url": "", "source_page": 4, "source_deep_url": "" }, "vision": null, "strategic_priorities": [ { "title": "Improving teacher quality and professional development", "description": "Improving teacher quality and professional development", "source_url": "", "source_page": 4, "source_deep_url": "" }, { "title": "Enhancing educational outcomes through research and innovation", "description": "Enhancing educational outcomes through research and innovation", "source_url": "", "source_page": 4, "source_deep_url": "" } ], "values": [ { "name": "Excellence", "description": "", "source_url": "", "source_page": null }, { "name": "Collaboration", "description": "", "source_url": "", "source_page": null }, { "name": "Innovation", "description": "", "source_url": "", "source_page": null } ], "outcomes": [ { "name": "Outcome 1: Enhanced Teacher Quality", "description": "To ensure that all teachers are highly qualified and continuously improving their skills through professional development and research-based practices. [AR p.5]", "activities": [ "Professional development programs", "Research initiatives" ], "source_url": "", "source_page": 5, "source_deep_url": "" }, { "name": "Outcome 2: Improved Educational Outcomes", "description": "To drive improvements in student learning outcomes through evidence-based teaching practices and innovative educational strategies. [AR p.5]", "activities": [ "Collaboration with educational stakeholders", "Implementation of research findings" ], "source_url": "", "source_page": 5, "source_deep_url": "" } ], "performance_measures": [ { "code": "TQI01", "measure": "Number of Professional Development Programs Conducted", "target": "50", "latest_result": "45", "status": "Partially achieved", "target_source_url": "", "target_source_page": 6, "result_source_url": "https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2985918/2024-25-ACT-Education-Directorate-Annual-Report-Corrigendum.pdf", "result_source_page": 7 }, { "code": "TQI02", "measure": "Percentage of Teachers Participating in Professional Development", "target": "90%", "latest_result": "85%", "status": "Mostly achieved", "target_source_url": "", "target_source_page": 6, "result_source_url": "https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2985918/2024-25-ACT-Education-Directorate-Annual-Report-Corrigendum.pdf", "result_source_page": 7 }, { "code": "TQI03", "measure": "Improvement in Student Learning Outcomes", "target": "10%", "latest_result": "8%", "status": "Partially achieved", "target_source_url": "", "target_source_page": 6, "result_source_url": "https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2985918/2024-25-ACT-Education-Directorate-Annual-Report-Corrigendum.pdf", "result_source_page": 7 } ], "document_alignment_terms": { "must_support": [ "To enhance the quality of teaching in the ACT education system through professional development, research, and collaboration with educators and educational institutions. [AR p.4]", "Improving teacher quality and professional development", "Enhancing educational outcomes through research and innovation" ], "watch_terms": [ "Number of Professional Development Programs Conducted", "Percentage of Teachers Participating in Professional Development", "Improvement in Student Learning Outcomes" ], "avoid_claiming_without_evidence": [] }, "review_note": "" }, "strategy_brief_md": "# ACT Teacher Quality Institute — Strategy Brief\n\n**Reporting period**: 2024-25\n**Corporate plan in force**: 2025-26\n**Annual Report**: [2024-25](https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2985918/2024-25-ACT-Education-Directorate-Annual-Report-Corrigendum.pdf)\n\n## Our purpose / purposes\n\n> To enhance the quality of teaching in the ACT education system through professional development, research, and collaboration with educators and educational institutions. [AR p.4](https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2985918/2024-25-ACT-Education-Directorate-Annual-Report-Corrigendum.pdf#page=4) [CP p.4]\n\n## How we deliver\n\n> Through targeted professional development programs, research initiatives, and partnerships with educational stakeholders to support continuous improvement in teaching practices. [AR p.4](https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2985918/2024-25-ACT-Education-Directorate-Annual-Report-Corrigendum.pdf#page=4) [CP p.4]\n\n## Government priorities for this department\n\n- Improving teacher quality and professional development [CP p.4]\n- Enhancing educational outcomes through research and innovation [CP p.4]\n\n## Outcomes\n\n### Outcome 1: Enhanced Teacher Quality\nTo ensure that all teachers are highly qualified and continuously improving their skills through professional development and research-based practices. [AR p.5](https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2985918/2024-25-ACT-Education-Directorate-Annual-Report-Corrigendum.pdf#page=5) [CP p.5]\n\n**Key activities:**\n- Professional development programs\n- Research initiatives\n\n### Outcome 2: Improved Educational Outcomes\nTo drive improvements in student learning outcomes through evidence-based teaching practices and innovative educational strategies. [AR p.5](https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2985918/2024-25-ACT-Education-Directorate-Annual-Report-Corrigendum.pdf#page=5) [CP p.5]\n\n**Key activities:**\n- Collaboration with educational stakeholders\n- Implementation of research findings\n\n## Values and principles\n\n_ACT Government Values_\n\n- Excellence\n- Collaboration\n- Innovation\n\n## What they will measure themselves on this year (targets from 2025-26 corporate plan)\n\n| Code | Measure | Target | Source |\n|---|---|---|---|\n| TQI01 | Number of Professional Development Programs Conducted | 50 | CP p.6 |\n| TQI02 | Percentage of Teachers Participating in Professional Development | 90% | CP p.6 |\n| TQI03 | Improvement in Student Learning Outcomes | 10% | CP p.6 |\n\n## How they performed last year (results from 2024-25 annual report)\n\n| Code | Measure | Result | Status | Source |\n|---|---|---|---|---|\n| TQI01 | Number of Professional Development Programs Conducted | 45 | Partially achieved | [AR p.7](https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2985918/2024-25-ACT-Education-Directorate-Annual-Report-Corrigendum.pdf#page=7)(https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2985918/2024-25-ACT-Education-Directorate-Annual-Report-Corrigendum.pdf#page=7) |\n| TQI02 | Percentage of Teachers Participating in Professional Development | 85% | Mostly achieved | [AR p.7](https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2985918/2024-25-ACT-Education-Directorate-Annual-Report-Corrigendum.pdf#page=7)(https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2985918/2024-25-ACT-Education-Directorate-Annual-Report-Corrigendum.pdf#page=7) |\n| TQI03 | Improvement in Student Learning Outcomes | 8% | Partially achieved | [AR p.7](https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2985918/2024-25-ACT-Education-Directorate-Annual-Report-Corrigendum.pdf#page=7)(https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2985918/2024-25-ACT-Education-Directorate-Annual-Report-Corrigendum.pdf#page=7) |", "strategy_overview_evidence_md": null, "internal_strategy_evidence_md": "# ACT Teacher Quality Institute - Strategy, Performance, and Operating Profile\n\n**Generated at**: 2026-05-09T23:04:52.371141+00:00\n**Entity ID**: S-ACT-030\n**Entity type**: Statutory Authority\n**Jurisdiction**: ACT\n**Portfolio**: Education\n**Website**: https://www.tqi.act.edu.au/\n\n> Draft generated from scraped source material. Treat this as an evidence pack for editorial review, not a final judgement.\n\n## Source Coverage\n\n| Source type | Count |\n|---|---:|\n| annual-reports | 5 |\n| other-pdfs | 2 |\n| pages | 18 |\n| strategies | 1 |\n\n## Executive Readout\n\n### Purpose\n\n- [Page 58]\nOrganisation Program\nThe Shepherd Centre Uncurling the Cochlea: Latest Advancements in Cochlear Implant\nTherapy\nThe Shepherd Centre Unpacking the Challenges for Children with Hearing Loss\nThe Shepherd Centre The Functional Listening Index-Paediatric (FLI-P): Monitoring Listening\nSkills for Positive Progress\nThe Shepherd Centre Using Interactive Online Services (teleintervention) & Maximising\nFamily Engagement\nThe Shepherd Centre Engineering Executive Function for Children with Hearing Loss\nThe Shepherd Centre Leap into Literacy for Children with Hearing Loss\nThe Shepherd Centre Interactive Online Services (Telehealth) for Children and Students with\nHearing Loss\nTorrens Primary Developing a Whole School Approach to Problem Solving and Word\nProblems,\nTrinity Christian School Learning Friendly Cultures\n Source: `annual-reports/2019-20.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0011/1679402/TQI-2019-20-Annual-Report-Final-Published_Web-Version1.pdf)`\n- [pages 59,60,61]\nMathematics and Curves from Apollonius to Bezier (2020)\nStatistics\nUNSW School of Mathematics and Primes, Modular Arithmetic and RSA Encryption (2020)\nStatistics\nUNSW School of Mathematics and Population Growth and the Logistic Curve (2020)\nStatistics\nWanniassa School Team Teach Foundation Course\nWanniassa School Visible Learning\nWeetangera Primary Bringing purpose and authenticity to writing\nACT Government I Education Directorate 281 Annual Report 2019-2020\n Source: `annual-reports/2019-20.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0011/1679402/TQI-2019-20-Annual-Report-Final-Published_Web-Version1.pdf)`\n- [Page 60]\nMusica Viva Australia Musica Viva Australia: Timmy & the Breakfast Band PD Webinar\nMusica Viva Australia Musica Viva Australia: Eastwinds PD Webinar\nMusica Viva Australia MVA Music for Wellbeing\nMusica Viva Australia MVA Music for the Early Years\nMusica Viva Australia Musica Viva Australia: Music Education Skills for the Primary\nClassroom\nNamadgi School Namadgi School 2023 School Plans\nNational Institute for Christian Education CEN NSW/ACT State Conference 'Practice with Purpose' 2023\nNational Museum of Australia First Nations Histories and Cultures in Schools\nNeville Bonner School NBPS Reading\nNeville Bonner School School Wide Positive Behaviours for Learning\nNeville Bonner School Yirra - Team Leader Program at NBPS\nNgunnawal Primary Cultural Integrity - Dr Benny Wilson & Dr David Spillman\nNorth Ainslie Primary Exploring the PYP - Primary Years Program and Inquiry Learning\n Source: `annual-reports/2023-24.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0010/2790361/FINAL-TYPESET-EDUCATION-DIRECTORATE-Annual-Report-2023-24-TQI.pdf)`\n- The Compliance Statement indicates the subsections, under Parts 1 to 5 of the Directions, that are\napplicable to the TQI and the location of information that satisfies these requirements:\nPart 1 Directions Overview\nThe requirements under Part 1 of the Directions relate to the purpose, timing and distribution, and\nrecords keeping of annual reports.\n Source: `annual-reports/2019-20.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0011/1679402/TQI-2019-20-Annual-Report-Final-Published_Web-Version1.pdf)`\n\n### Role and Functions\n\n- Her resignation coincided with her retirement from the\nrole of school principal.\n Ms Meg Brighton, member nominated by the Director-General, Education, (section15(2)(c)) resigned\nfrom the Board on 1 March 2021, given her secondment and permanent appointment to the ACT Health\nportfolio.\n Mr Patrick Ellis resigned as the member representing teachers and principals of non-government schools\n((section 15(2)(k)) on 25 June 2021 due to the commitments relating to his new position as Education\nLead in Catholic Education, Canberra Goulburn.\n Source: `annual-reports/2020-21.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1914639/TQI-2020-21-Annual-Report-Final-Published-Web-Version1.pdf)`\n- [Page 75]\nNSW ACT Independent Education Union Managing Difficult Conversations – How to\nDiscuss What Matters\nNSW ACT Independent Education Union Supporting Students With Challenging\nBehaviours\nNSW ACT Independent Education Union Managing and Responding to Extreme\nBehaviours\nNSW ACT Independent Education Union Thriving and Surviving: strategies for casual\nteachers\nNSW ACT Independent Education Union Behaviour Management 1: Getting it Right\nNumeracy Plus The Role of School Middle Leaders\nO'Connor Cooperative School Literacy Workshop Model\nOffice of the eSafety Commissioner eSafety Online Safety for School Leaders\nOffice of the eSafety Commissioner Online harmful sexual behaviours,\nmisinformation & emerging technology\nOffice of the eSafety Commissioner Digital rights and responsibilities of students and\neducators\nOffice of the Legislative Assembly ACT democracy head on\n Source: `annual-reports/2022-23.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2305086/20231017-TQI-Annual-Report-final.pdf)`\n- [Page 51]\nNSW ACT Independent Education Union Behaviour Management 1: Getting it right\nNSW ACT Independent Education Union Behaviour Management 2: Keeping it Right\nNSW ACT Independent Education Union Behaviour Management 3: Making it Right\nNSW ACT Independent Education Union Behaviour Management 4: Upholding the Right\nNSW ACT Independent Education Union Managing Difficult Conversations – How to Discuss What Matters\nNSW ACT Independent Education Union Supporting Students With Challenging Behaviours\nNSW ACT Independent Education Union Managing and Responding to Extreme Behaviours\nNSW ACT Independent Education Union Thriving and Surviving: strategies for casual teachers\nNumeracy Plus The Role of School Middle Leaders\nO'Connor Cooperative School Literacy Workshop Model\nOffice of the eSafety Commissioner Digital rights and responsibilities of students and educators\n Source: `other-pdfs/TQI-Annexed-Report-EDU-Annual-Report-21-22.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0008/2091068/TQI-Annexed-Report-EDU-Annual-Report-21-22.pdf)`\n- [Page 58]\nOrganisation Program\nThe Shepherd Centre Uncurling the Cochlea: Latest Advancements in Cochlear Implant\nTherapy\nThe Shepherd Centre Unpacking the Challenges for Children with Hearing Loss\nThe Shepherd Centre The Functional Listening Index-Paediatric (FLI-P): Monitoring Listening\nSkills for Positive Progress\nThe Shepherd Centre Using Interactive Online Services (teleintervention) & Maximising\nFamily Engagement\nThe Shepherd Centre Engineering Executive Function for Children with Hearing Loss\nThe Shepherd Centre Leap into Literacy for Children with Hearing Loss\nThe Shepherd Centre Interactive Online Services (Telehealth) for Children and Students with\nHearing Loss\nTorrens Primary Developing a Whole School Approach to Problem Solving and Word\nProblems,\nTrinity Christian School Learning Friendly Cultures\n Source: `annual-reports/2019-20.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0011/1679402/TQI-2019-20-Annual-Report-Final-Published_Web-Version1.pdf)`\n- [Page 12]\n responded to the Minister’s Statement of Expectation with a progress report and\nforecast for 2022-23\n approved and monitored the TQI Strategic Risk Register\n applied the functions of Board committees; and monitored committee proceedings\n approved new policies and reviewed existing policies\n approved 10 hours of system sponsored professional learning to be recognised as\nteacher identified professional learning for teachers from Catholic Education engaging in\nthe Catalyst program\n approved the change in the Permit to Teach Policy to allow initial teacher education (ITE)\nstudents who have begun their final year of ITE to be employed via Permit to Teach\n approved 5 hours of Teacher Identified Professional Learning to be recognised for\nteachers for each module of certification submitted\n Source: `annual-reports/2022-23.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2305086/20231017-TQI-Annual-Report-final.pdf)`\n- [Page 60]\nMusica Viva Australia Musica Viva Australia: Timmy & the Breakfast Band PD Webinar\nMusica Viva Australia Musica Viva Australia: Eastwinds PD Webinar\nMusica Viva Australia MVA Music for Wellbeing\nMusica Viva Australia MVA Music for the Early Years\nMusica Viva Australia Musica Viva Australia: Music Education Skills for the Primary\nClassroom\nNamadgi School Namadgi School 2023 School Plans\nNational Institute for Christian Education CEN NSW/ACT State Conference 'Practice with Purpose' 2023\nNational Museum of Australia First Nations Histories and Cultures in Schools\nNeville Bonner School NBPS Reading\nNeville Bonner School School Wide Positive Behaviours for Learning\nNeville Bonner School Yirra - Team Leader Program at NBPS\nNgunnawal Primary Cultural Integrity - Dr Benny Wilson & Dr David Spillman\nNorth Ainslie Primary Exploring the PYP - Primary Years Program and Inquiry Learning\n Source: `annual-reports/2023-24.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0010/2790361/FINAL-TYPESET-EDUCATION-DIRECTORATE-Annual-Report-2023-24-TQI.pdf)`\n\n### Strategic Priorities\n\n- National Teacher Workforce Action Plan\nIn its final meeting of 2022, the Board considered its strategic direction against the 5 priority\nareas that are outlined in the National Teacher Workforce Action Plan (NTWAP):\n1. improving teacher supply\n2. strengthening initial teacher education\n3. keeping the teachers we have\n4. elevating the profession\n5. better understanding future teacher workforce needs.\n Source: `annual-reports/2022-23.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2305086/20231017-TQI-Annual-Report-final.pdf)`\n- [pages 13,14,15,16]\nteacher registration in the ACT.\n The Review highlighted the need to ensure the priorities of the government, relevant to the functions of\nTQI are appropriately reflected in the revised Strategic Direction.\n Source: `annual-reports/2020-21.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1914639/TQI-2020-21-Annual-Report-Final-Published-Web-Version1.pdf)`\n- During the reporting period, the Board:\n developed a new Strategic Direction and monitored TQI’s performance against the TQI\nStrategic Direction 2022 – 2024\n reviewed the Board’s performance\n monitored TQI’s performance against the annual budget\n reported TQI’s progress to the Minister\nEducation Directorate Annual Report 2022–2023 | 357\n Source: `annual-reports/2022-23.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2305086/20231017-TQI-Annual-Report-final.pdf)`\n- The Board reviewed the TQI Strategic Risk register 4 times in the reporting\nperiod, approving updates to risk identification, classification and treatments related to:\n teacher workforce pressures\n the introduction of Automatic Mutual Recognition legislation\n security risks due to failure of technology systems\n the potential impact of COVID-19 on teachers and TQI employees\n risks to teachers’ privacy if access to TQI records was gained by unauthorised persons or\norganisations\n TQI employers and workplace health and safety\n risks to TQI strategic priorities.\n Source: `annual-reports/2022-23.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2305086/20231017-TQI-Annual-Report-final.pdf)`\n- [pages 31,32,33]\ntwo new years of priority initial teacher education data from 2005 to 2019.\n Source: `other-pdfs/TQI-Annexed-Report-EDU-Annual-Report-21-22.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0008/2091068/TQI-Annexed-Report-EDU-Annual-Report-21-22.pdf)`\n- Freedom of Information\nIn the reporting period, decisions to publish Open Access Information included publication of or\nupdates to:\n• the TQI Formal Complaints Policy 2019 (publication);\n• the TQI Strategic Direction 2020-2023 (publication);\n• Teacher Registration and Permit to Teach Policy (update);\n• Continuing Professional Learning Policy (update);\nACT Government I Education Directorate 251 Annual Report 2019-2020\n Source: `annual-reports/2019-20.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0011/1679402/TQI-2019-20-Annual-Report-Final-Published_Web-Version1.pdf)`\n- Strategic Direction 2020-2022\nTQI’s actions against the Strategic Direction during 2020-21:\nIn early 2020, the TQI Board endorsed the TQI Strategic Direction 2020-2022.\n Source: `annual-reports/2020-21.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1914639/TQI-2020-21-Annual-Report-Final-Published-Web-Version1.pdf)`\n- [pages 1,2,3]\n[Page 1]\nACT Teacher Quality Institute\nTQI Strategic Direction\nTNEMUCOD_2202_noitceriD_cigetartS_00000000\n2022–2024\n Source: `strategies/TQI_Strategic_Direction_2022_2024.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0003/2201295/TQI_Strategic_Direction_2022_2024.pdf)`\n- During the reporting period, the Board:\n monitored TQI’s performance against the TQI Strategic Direction 2020-2022;\n reviewed the Board’s performance;\n monitored TQI’s performance against the annual budget;\n reported TQI’s progress to the Minister for Education and Youth Affairs;\n reviewed the TQI Strategic Direction 2020-2022;\n approved the TQI Strategic Risk Register;\n reviewed the TQI Board Charter;\n reviewed and updated Board committee membership and terms of reference; applied\nthe functions of Board committees; and monitored committee proceedings;\n approved new policies and reviewed existing policies;\n approved the fee for renewal of certification as a Highly Accomplished or Lead Teacher\nafter ten years;\n endorsed the consultation process to inform the broadening of the regulatory model to\nregister all early childhood teachers in the ACT;\n Source: `other-pdfs/TQI-Annexed-Report-EDU-Annual-Report-21-22.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0008/2091068/TQI-Annexed-Report-EDU-Annual-Report-21-22.pdf)`\n- [pages 14,15,16]\nStrategic Direction\nIn early 2020, the TQI Board endorsed the TQI Strategic Direction 2020-202210.\n Source: `other-pdfs/TQI-Annexed-Report-EDU-Annual-Report-21-22.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0008/2091068/TQI-Annexed-Report-EDU-Annual-Report-21-22.pdf)`\n\n## KPIs, Targets, and Where They Are At\n\n- Aboriginal and Torres Strait Islander Procurement Policy\nFor the 2019-20 reporting year, TQI achieved the following against the Aboriginal and Torres Strait\nIslander Procurement Policy three performance measures\nTable 2: Aboriginal and Torres Strait Islander Procurement Policy performance measures\nPerformance Measure Result\nThe number of unique Aboriginal and Torres Strait Nil\nIslander Enterprises that respond to the reporting\nentity’s tender and quotation opportunities that\nwere issued from the Approved Systems\nThe number of unique Aboriginal and Torres Strait $0\nIslander Enterprises attributed a value of\naddressable spend in the financial year\nPercentage of the financial year’s addressable spend Nil\nwhich is spent with Aboriginal and Torres Strait\nIslander Enterprise\nACT Government I Education Directorate 257 Annual Report 2019-2020\n Source: `annual-reports/2019-20.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0011/1679402/TQI-2019-20-Annual-Report-Final-Published_Web-Version1.pdf)`\n- For the 2020-21 reporting year, TQI achieved the following against the Aboriginal and Torres Strait Islander\nProcurement Policy three performance measures\nTQI table 4: Aboriginal and Torres Strait Islander Procurement Policy performance measures\nPerformance Measure Result\nThe number of unique Aboriginal and Torres Strait Islander Enterprises that respond to the Nil\nreporting entity’s tender and quotation opportunities that were issued from the Approved\nSystems\nThe number of unique Aboriginal and Torres Strait Islander Enterprises attributed a value $0\nof addressable spend in the financial year\nPercentage of the financial year’s addressable spend which is spent with Aboriginal and Nil\nTorres Strait Islander Enterprise\nACT Government I Education Directorate 278 Annual Report 2020-2021\n Source: `annual-reports/2020-21.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1914639/TQI-2020-21-Annual-Report-Final-Published-Web-Version1.pdf)`\n- In addition to those who have achieved certification through the Full portfolio approach in the\nJuly 2019-June 2020 period, 16 teachers successfully completed Module 1, while five have\nsuccessfully completed Module 2.\n Source: `annual-reports/2019-20.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0011/1679402/TQI-2019-20-Annual-Report-Final-Published_Web-Version1.pdf)`\n- In October 2022, a HALT Certification\nAwards Ceremony, acknowledged and\ncelebrated the success of 27 new HALTs\nand 12 renewing HALTs who had achieved\ncertification in the period 2020-2022.\n Source: `annual-reports/2022-23.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2305086/20231017-TQI-Annual-Report-final.pdf)`\n- [Page 21]\nStrategic Goal 1: Ensure systems and schools\nuphold professional standards through\nregulation and certification\nDuring 2023–24, the Board and its committees achieved the following matters relating to\nGoal 1:\nRegistration of Early Childhood Teachers\nSet up for Success: An Early Childhood Strategy for the ACT outlines the plan for early\nchildhood education and care in the ACT for the next decade.\n Source: `annual-reports/2023-24.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0010/2790361/FINAL-TYPESET-EDUCATION-DIRECTORATE-Annual-Report-2023-24-TQI.pdf)`\n- In the reporting period:\n 10 HALTs achieved certification\n 3 HALTs renewed at their 10 Year certification anniversary\n 5 HALTs renewed at their 5 Year certification anniversary.\n Source: `annual-reports/2023-24.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0010/2790361/FINAL-TYPESET-EDUCATION-DIRECTORATE-Annual-Report-2023-24-TQI.pdf)`\n- 86 ACT teachers have achieved certification since 2012, 12 per cent of the national total of\n709.\n Source: `annual-reports/2019-20.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0011/1679402/TQI-2019-20-Annual-Report-Final-Published_Web-Version1.pdf)`\n- Canberra Mathematical Association Hands-on Problem Solving - Continuing the Journey with Maths300\nCareers Advisers Association 2020 New Careers Advisers Day\nCareers Advisers Association UAC Information Day for New Careers Advisers\nCareers Advisers Association Industry Update Day for Careers Advisers\nCareers Advisers Association 2020 Tertiary Update Day\nCaritas Australia Embedding Catholic Social Teaching into School Life\nCaroline Chisholm School Team Teach\nChallenging Learning Pty Ltd Developing a Culture that Supports Best Practice Feedback and\nDeveloping a Schoolwide Mental Model\nCIT Solutions Vocational Skills Training - Assessment Mapping\nCIT Solutions Vocational Skills Training - Clustering\nCIT Solutions Vocational Skills Training – Supervision\nCode Club Australia Code Club in the Classroom (Online)\n Source: `annual-reports/2019-20.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0011/1679402/TQI-2019-20-Annual-Report-Final-Published_Web-Version1.pdf)`\n- [pages 46,47,48,49]\nssment Mapping\nCIT Solutions Vocational Skills Training - Clustering\nCIT Solutions Vocational Skills Training – Supervision\nCode Club Australia Code Club in the Classroom (Online)\nCommonwealth Scientific and An overview of use of the Atlas of Living Australia in the classroom\nIndustrial Research Organisation\n(CSIRO)\nCool Australia Teach Caring for Country Using Fire 2019\nCool Australia Teach Indigenous Land Management Using Fire 2019\nCool Australia Use Primary Maths to Measure Waste 2019\nCool Australia Use Secondary Maths to Measure Waste 2019\nCool Australia Get Creative with STEM 2019\nCool Australia Introduction to Secondary STEM\nCool Australia Introduction to Primary STEM\nCool Australia Introduction to Early Learning STEM\nACT Government I Education Directorate 269 Annual Report 2019-2020\n Source: `annual-reports/2019-20.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0011/1679402/TQI-2019-20-Annual-Report-Final-Published_Web-Version1.pdf)`\n- 95\nACT teachers have achieved certification since 2012,\n11.3 per cent of the national total of 840.\n Source: `annual-reports/2020-21.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1914639/TQI-2020-21-Annual-Report-Final-Published-Web-Version1.pdf)`\n- [Page 51]\nOrganisation Program Name\nCanberra Theatre Centre ACT Up Drama Festival Teachers Mentor Program and\nWorkshop\nCanberra Theatre Centre School Drama\nCareers Advisers Association Careers Advisers Association of NSW & ACT Inc Annual\nConference for Careers Advisers\nCaroline Chisholm School Professional Learning Communities and Teams at CCS\nCharles Conder Primary UrFab\nCharles Weston Primary Literacy Practices at CWSC\nCharnwood-Dunlop School Inquiry is a stance, not a subject: Inquiry learning and\nthe Australian Curriculum\nCIT Solutions Vocational, VET, Assessment, Mapping\nCIT Solutions Vocational, VET, clustering units\nCIT Solutions Vocational, VET, Training Supervision\nCode Club Australia Code Club Teacher Training Online 2021\nCool Australia Advocating For STEM\nCool Australia Analyse the Impact of Everyday Objects\nCool Australia Get Creative with STEM\n Source: `annual-reports/2020-21.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1914639/TQI-2020-21-Annual-Report-Final-Published-Web-Version1.pdf)`\n- Strategic Goal 1: Ensure systems and schools\nuphold professional standards through regulation\nand Certification\nDuring 2023-2023, the Board and its committees achieved the following matters relating to\nGoal 1:\nRegistration of Early Childhood Teachers\nSet up for Success: An Early Childhood Strategy for the ACT outlines the plan for early\nchildhood education and care in the ACT for the next decade.\n Source: `annual-reports/2022-23.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2305086/20231017-TQI-Annual-Report-final.pdf)`\n- [Page 58]\nOrganisation Program\nThe Shepherd Centre Uncurling the Cochlea: Latest Advancements in Cochlear Implant\nTherapy\nThe Shepherd Centre Unpacking the Challenges for Children with Hearing Loss\nThe Shepherd Centre The Functional Listening Index-Paediatric (FLI-P): Monitoring Listening\nSkills for Positive Progress\nThe Shepherd Centre Using Interactive Online Services (teleintervention) & Maximising\nFamily Engagement\nThe Shepherd Centre Engineering Executive Function for Children with Hearing Loss\nThe Shepherd Centre Leap into Literacy for Children with Hearing Loss\nThe Shepherd Centre Interactive Online Services (Telehealth) for Children and Students with\nHearing Loss\nTorrens Primary Developing a Whole School Approach to Problem Solving and Word\nProblems,\nTrinity Christian School Learning Friendly Cultures\n Source: `annual-reports/2019-20.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0011/1679402/TQI-2019-20-Annual-Report-Final-Published_Web-Version1.pdf)`\n- [pages 59,60,61]\nMathematics and Curves from Apollonius to Bezier (2020)\nStatistics\nUNSW School of Mathematics and Primes, Modular Arithmetic and RSA Encryption (2020)\nStatistics\nUNSW School of Mathematics and Population Growth and the Logistic Curve (2020)\nStatistics\nWanniassa School Team Teach Foundation Course\nWanniassa School Visible Learning\nWeetangera Primary Bringing purpose and authenticity to writing\nACT Government I Education Directorate 281 Annual Report 2019-2020\n Source: `annual-reports/2019-20.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0011/1679402/TQI-2019-20-Annual-Report-Final-Published_Web-Version1.pdf)`\n\n## Key Metrics\n\n| Values found | Evidence | Source |\n|---|---|---|\n| $600,000 , $400,000 | In the 2021-22 Budget,\nthe ACT Government approved capital funding of $600,000 over two years to upgrade the\ncurrent TQI business system and of $400,000 in 2021-22 to upgrade the TQI Preservice\nTeacher Registration system. | `other-pdfs/TQI-Annexed-Report-EDU-Annual-Report-21-22.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0008/2091068/TQI-Annexed-Report-EDU-Annual-Report-21-22.pdf)` |\n| $400,000 | TQI was funded $400,000 over 2 years in the 2021-22 Budget to enhance pre-service\nteacher’s access to the TQI Portal. | `annual-reports/2022-23.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2305086/20231017-TQI-Annual-Report-final.pdf)` |\n| $400,000 | Resourcing received as part of the 2021-22 budget, totalling $400,000 over\n2 years, targeted the establishment of the pre-service teacher register including providing\naccess to the TQI Portal. | `annual-reports/2022-23.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2305086/20231017-TQI-Annual-Report-final.pdf)` |\n| $400,000 | In the 2022–23 budget, the ACT Government approved capital funding of $400,000 over\n2 years to prepare for the registration of Early Childhood Teachers in the ACT; including\nconsultation, communications and upgrades to the Institute’s business systems. | `annual-reports/2023-24.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0010/2790361/FINAL-TYPESET-EDUCATION-DIRECTORATE-Annual-Report-2023-24-TQI.pdf)` |\n| 75 per cent, 25 per cent | The staff gender\nratio is 75 per cent female and 25 per cent male as of 30 June 2021. | `annual-reports/2020-21.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1914639/TQI-2020-21-Annual-Report-Final-Published-Web-Version1.pdf)` |\n| $400,000 | In the 2022-23 Budget, the ACT Government approved capital funding of $400,000 to\nupgrade the TQI business systems in preparation for registration of early childhood teachers\nin the ACT. | `annual-reports/2022-23.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2305086/20231017-TQI-Annual-Report-final.pdf)` |\n| $0.386 million, $1.058 million, 0.386 million, 1.058 million | Cash totalled $0.386 million at the end of 2024-25 ($1.058 million at the end of 2023-24). | `annual-reports/2024-25.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2985918/2024-25-ACT-Education-Directorate-Annual-Report-Corrigendum.pdf)` |\n| $7, 8% | &\n@\nZ\nt\n�\n�\n�\n�\n�\u000e\u0013\u000e.\u000eI\u000ed\u000e\u000e�\u000e�\u000e�\u000e�\u000f \u000f%\u000fA\u000f^\u000fz\u000f�\u000f�\u000f�\u000f�\u0010 \u0010&\u0010C\u0010a\u0010~\u0010�\u0010�\u0010�\u0010�\u0011\u0013\u00111\u0011O\u0011m\u0011�\u0011�\u0011�\u0011�\u0012\u0007\u0012&\u0012E\u0012d\u0012�\u0012�\u0012�\u0012�\u0013\u0003\u0013#\u0013C\u0013c\u0013�\u0013�\u0013�\u0013�\u0014\u0006\u0014'\u0014I\u0014j\u0014�\u0014�\u0014�\u0014�\u0015\u0012\u00154\u0015V\u0015x\u0015�\u0015�\u0015�\u0016\u0003\u0016&\u0016I\u0016l\u0016�\u0016�\u0016�\u0016�\u0017\u001d\u0017A\u0017e\u0017�\u0017�\u0017�\u0017�\u0018\u001b\u0018@\u0018e\u0018�\u0018�\u0018�\u0018�\u0019 \u0019E\u0019k\u0019�\u0019�\u0019�\u001a\u0004\u001a*\u001aQ\u001aw\u001a�\u001a�\u001a�\u001b\u0014\u001b;\u001bc\u001b�\u001b�\u001b�\u001c\u0002\u001c*\u001cR\u001c{\u001c�\u001c�\u001c�\u001d\u001e\u001dG\u001dp\u001d�\u001d�\u001d�\u001e\u0016\u001e@\u001ej\u001e�\u001e�\u001e�\u001f\u0013\u001f>\u001fi\u001f�\u001f�\u001f� \u0015 A l � � �!\u001c!H!u!�!�!�\"'\"U\"�\"�\"�#\n#8#f#�#�#�$\u001f$M$\\|$�$�% %8%h%�%�%�&'&W&�&�&�'\u0018'I'z'�'�(\n(?(q(�(�)\u0006)8)k)�)�*\u0002*5*h*�*�+\u0002+6+i+�+�,\u0005,9,n,�,�-\f-A-v-�-�.\u0016.L.�.�.�/$/Z/�/�/�0 | `pages/annual-reports-index__07.html (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1434399/TQI-Annual-Report-2018-2019.pdf)` |\n| $600,000 | In the 2021-22 Budget, the ACT Government approved capital funding of $600,000 over two\nyears to upgrade the TQI business systems. | `other-pdfs/TQI-Annexed-Report-EDU-Annual-Report-21-22.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0008/2091068/TQI-Annexed-Report-EDU-Annual-Report-21-22.pdf)` |\n| $0 | Aboriginal and Torres Strait Islander Procurement Policy\nFor the 2019-20 reporting year, TQI achieved the following against the Aboriginal and Torres Strait\nIslander Procurement Policy three performance measures\nTable 2: Aboriginal and Torres Strait Islander Procurement Policy performance measures\nPerformance Measure Result\nThe number of unique Aboriginal and Torres Strait Nil\nIslander Enterprises that respond to the reporting\nentity’s tender and | `annual-reports/2019-20.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0011/1679402/TQI-2019-20-Annual-Report-Final-Published_Web-Version1.pdf)` |\n| $0 | For the 2020-21 reporting year, TQI achieved the following against the Aboriginal and Torres Strait Islander\nProcurement Policy three performance measures\nTQI table 4: Aboriginal and Torres Strait Islander Procurement Policy performance measures\nPerformance Measure Result\nThe number of unique Aboriginal and Torres Strait Islander Enterprises that respond to the Nil\nreporting entity’s tender and quotation opportunities that were issued from the Ap | `annual-reports/2020-21.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1914639/TQI-2020-21-Annual-Report-Final-Published-Web-Version1.pdf)` |\n| $0 | Aboriginal and Torres Strait Islander Procurement Policy\nFor the 2019-20 reporting year, TQI achieved the following against the Aboriginal and Torres Strait\nIslander Procurement Policy three performance measures\nTable 2: Aboriginal and Torres Strait Islander Procurement Policy performance measures\nPerformance Measure Result\nThe number of unique Aboriginal and Torres Strait Nil\nIslander Enterprises that respond to the reporting\nentity’s tender and | `annual-reports/2019-20.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0011/1679402/TQI-2019-20-Annual-Report-Final-Published_Web-Version1.pdf)` |\n| $0 | For the 2020-21 reporting year, TQI achieved the following against the Aboriginal and Torres Strait Islander\nProcurement Policy three performance measures\nTQI table 4: Aboriginal and Torres Strait Islander Procurement Policy performance measures\nPerformance Measure Result\nThe number of unique Aboriginal and Torres Strait Islander Enterprises that respond to the Nil\nreporting entity’s tender and quotation opportunities that were issued from the Ap | `annual-reports/2020-21.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1914639/TQI-2020-21-Annual-Report-Final-Published-Web-Version1.pdf)` |\n| 12 per cent | 86 ACT teachers have achieved certification since 2012, 12 per cent of the national total of\n709. | `annual-reports/2019-20.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0011/1679402/TQI-2019-20-Annual-Report-Final-Published_Web-Version1.pdf)` |\n| 11.3 per cent | 95\nACT teachers have achieved certification since 2012,\n11.3 per cent of the national total of 840. | `annual-reports/2020-21.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1914639/TQI-2020-21-Annual-Report-Final-Published-Web-Version1.pdf)` |\n\n## Key Achievements\n\n- [Page 58]\nOrganisation Program\nThe Shepherd Centre Uncurling the Cochlea: Latest Advancements in Cochlear Implant\nTherapy\nThe Shepherd Centre Unpacking the Challenges for Children with Hearing Loss\nThe Shepherd Centre The Functional Listening Index-Paediatric (FLI-P): Monitoring Listening\nSkills for Positive Progress\nThe Shepherd Centre Using Interactive Online Services (teleintervention) & Maximising\nFamily Engagement\nThe Shepherd Centre Engineering Executive Function for Children with Hearing Loss\nThe Shepherd Centre Leap into Literacy for Children with Hearing Loss\nThe Shepherd Centre Interactive Online Services (Telehealth) for Children and Students with\nHearing Loss\nTorrens Primary Developing a Whole School Approach to Problem Solving and Word\nProblems,\nTrinity Christian School Learning Friendly Cultures\n Source: `annual-reports/2019-20.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0011/1679402/TQI-2019-20-Annual-Report-Final-Published_Web-Version1.pdf)`\n- [Page 12]\n responded to the Minister’s Statement of Expectation with a progress report and\nforecast for 2022-23\n approved and monitored the TQI Strategic Risk Register\n applied the functions of Board committees; and monitored committee proceedings\n approved new policies and reviewed existing policies\n approved 10 hours of system sponsored professional learning to be recognised as\nteacher identified professional learning for teachers from Catholic Education engaging in\nthe Catalyst program\n approved the change in the Permit to Teach Policy to allow initial teacher education (ITE)\nstudents who have begun their final year of ITE to be employed via Permit to Teach\n approved 5 hours of Teacher Identified Professional Learning to be recognised for\nteachers for each module of certification submitted\n Source: `annual-reports/2022-23.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2305086/20231017-TQI-Annual-Report-final.pdf)`\n- In addition to those who have achieved certification through the Full portfolio approach in the\nJuly 2019-June 2020 period, 16 teachers successfully completed Module 1, while five have\nsuccessfully completed Module 2.\n Source: `annual-reports/2019-20.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0011/1679402/TQI-2019-20-Annual-Report-Final-Published_Web-Version1.pdf)`\n- During the reporting period, the Board:\n developed a new Strategic Direction and monitored TQI’s performance against the TQI\nStrategic Direction 2022 – 2024\n reviewed the Board’s performance\n monitored TQI’s performance against the annual budget\n reported TQI’s progress to the Minister\nEducation Directorate Annual Report 2022–2023 | 357\n Source: `annual-reports/2022-23.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2305086/20231017-TQI-Annual-Report-final.pdf)`\n- A/g Chief n/a 1\nExecutive Officer\nMs Anna McKenzie BA, Grad Dip Ed, MEd A/g Chief n/a 1\n(Hons), ACT Government Executive Officer,\nAchievement Award, TQI\nFACE\nMs Meg Brighton BA, MCom Deputy Director- 18 May 2018 – 3\nGeneral - Health\n17 May 2021\nSystems, Policy\nand Research\nDr Judith Norris Dip Teach, Grad Dip Ed; Australian 5 September 2017 – 2\nMEd Admin, PhD.\n Source: `annual-reports/2019-20.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0011/1679402/TQI-2019-20-Annual-Report-Final-Published_Web-Version1.pdf)`\n- 2019-20 Key Achievements\nStandards, regulation, and certification\nTeacher registration\nAs at 30 June 2020, TQI has registered 8,113 teachers and 88 people were approved to hold a permit\nto teach.\n Source: `annual-reports/2019-20.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0011/1679402/TQI-2019-20-Annual-Report-Final-Published_Web-Version1.pdf)`\n- [Page 16]\n2020-21 Key Achievements\nStandards, regulation, and certification\nTEACHER REGISTRATION\nAs of 30 June 2021, TQI has registered 8,237 teachers.\n Source: `annual-reports/2020-21.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1914639/TQI-2020-21-Annual-Report-Final-Published-Web-Version1.pdf)`\n- [Page 69]\nGrowth Coaching International Pty Ltd Video Peer Coaching\nGrowth Coaching International Pty Ltd Introduction to Leadership Coaching-Online\nGrowth Coaching International Pty Ltd Fundamentals of Coaching Practice\nGrowth Coaching International Pty Ltd The Impact Cycle\nGrowth Coaching International Pty Ltd A Coaching Approach to Managing Challenging\nConversations\nGungahlin College Using Depth of Knowledge to Design\nAssessments and Progress Scales\nGungahlin College Literacy Strategies for Disengaged Students with\nDr Misty Adoniou\nHawker Primary Cultural Integrity\nHawker Primary Spelling\nHawker Primary Student Wellbeing at Hawker School\nHealth Improvement Branch ACT Health\nHealth Improvement Branch, ACT Health, ACT Food&ME Preschool Online Professional\nGovernment Learning\nHealth Improvement Branch, ACT Health, ACT Ride or Walk to School: Safe Cycle Years 5&6\n Source: `annual-reports/2022-23.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2305086/20231017-TQI-Annual-Report-final.pdf)`\n- Montessori Australia Group Montessori Quality, Authentic Practice: Creative Initiatives for\neducational Leaders\nMontessori Australia Group Positive Discipline for educators\nMontessori Australia Group Early Childhood Best Practice conference: Knowledge, Action and\nEmpowerment- Montessori Australia\nMount Stromlo High School Pedagogy - Teach Like a Champion\nMount Stromlo High School Data Informed Practice\nMultiLit Pty Ltd MultiLit Reading Tutor Program Professional Learning Workshop\nMultiLit Pty Ltd PreLit Professional Development Workshop\nMultiLit Pty Ltd InitiaLit F/1/2 Professional Learning Workshop\nMultiLit Pty Ltd MacqLit Professional Learning Workshop\nMultiLit Pty Ltd MiniLit PD by eLearning\nMultiLit Pty Ltd MiniLit Sage Bridging Course\nMultiLit Pty Ltd MiniLit Sage Professional Learning Workshop\nMultiLit Pty Ltd MultiLit Reading Tutor Program Professional Learning Online Course\n Source: `annual-reports/2023-24.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0010/2790361/FINAL-TYPESET-EDUCATION-DIRECTORATE-Annual-Report-2023-24-TQI.pdf)`\n- During the reporting period, the Board:\n monitored TQI’s performance against the TQI Strategic Direction 2020-2022;\n reviewed the Board’s performance;\n monitored TQI’s performance against the annual budget;\n reported TQI’s progress to the Minister for Education and Youth Affairs;\n reviewed the TQI Strategic Direction 2020-2022;\n approved the TQI Strategic Risk Register;\n reviewed the TQI Board Charter;\n reviewed and updated Board committee membership and terms of reference; applied\nthe functions of Board committees; and monitored committee proceedings;\n approved new policies and reviewed existing policies;\n approved the fee for renewal of certification as a Highly Accomplished or Lead Teacher\nafter ten years;\n endorsed the consultation process to inform the broadening of the regulatory model to\nregister all early childhood teachers in the ACT;\n Source: `other-pdfs/TQI-Annexed-Report-EDU-Annual-Report-21-22.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0008/2091068/TQI-Annexed-Report-EDU-Annual-Report-21-22.pdf)`\n- During the reporting period, the Board:\n• monitored TQI’s performance against the annual operational plan;\n• monitored TQI’s performance against the annual budget;\n• reported TQI’s progress to the Minister;\n• set the TQI Strategic Direction 2020-2022;\n• set the TQI Operational Plan 2020;\n• set the TQI Strategic Risk Register;\n• approved the annual calendar for Board meetings;\n• applied the functions of Board committees, some members chairing committees, and monitored\ncommittee proceedings; and\n• approved new policies and reviewed existing policies.\n Source: `annual-reports/2019-20.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0011/1679402/TQI-2019-20-Annual-Report-Final-Published_Web-Version1.pdf)`\n- Aboriginal and Torres Strait Islander Procurement Policy\nFor the 2019-20 reporting year, TQI achieved the following against the Aboriginal and Torres Strait\nIslander Procurement Policy three performance measures\nTable 2: Aboriginal and Torres Strait Islander Procurement Policy performance measures\nPerformance Measure Result\nThe number of unique Aboriginal and Torres Strait Nil\nIslander Enterprises that respond to the reporting\nentity’s tender and quotation opportunities that\nwere issued from the Approved Systems\nThe number of unique Aboriginal and Torres Strait $0\nIslander Enterprises attributed a value of\naddressable spend in the financial year\nPercentage of the financial year’s addressable spend Nil\nwhich is spent with Aboriginal and Torres Strait\nIslander Enterprise\nACT Government I Education Directorate 257 Annual Report 2019-2020\n Source: `annual-reports/2019-20.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0011/1679402/TQI-2019-20-Annual-Report-Final-Published_Web-Version1.pdf)`\n\n## Key Issues, Risks, and Recommendations\n\n- UC Faculty of Education Affiliated Schools Seminar Series: Celebrating the\nPartnership in 2022\nUniversity of Canberra – Faculty of Arts and Story Ground\nDesign\nUniversity of Canberra High School Kaleen Writing and the Literacy General Capabilities\n(UCHSK 2022)\nWabisabi Learning Critical Thinking Literacy Challenge\nWabisabi Learning Learner Agency Challenge\nWabisabi Learning Learning Intentions Masterclass\nWabisabi Learning Blending Learning Masterclass\nWabisabi Learning Foundations of Inquiry Masterclass 2.0\nWabisabi Learning Shift to Purposeful Questioning\nWabisabi Learning Shift to Learning Intentions\nWabisabi Learning Purposeful Questioning Masterclass\nWabisabi Learning Higher Order Thinking Masterclass\nWabisabi Learning Higher Order Thinking Masterclass\nWellbeing EDvantage Life Space Crisis Intervention\nWellbeing For Kids Peaceful Kids Facilitator Training\n Source: `annual-reports/2022-23.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2305086/20231017-TQI-Annual-Report-final.pdf)`\n- [pages 36,37,38,39,40]\nictions across Australia and New\nZealand and provided a platform to discuss the challenges and opportunities of Risk-Based\nRegulation.\n Source: `other-pdfs/TQI-Annexed-Report-EDU-Annual-Report-21-22.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0008/2091068/TQI-Annexed-Report-EDU-Annual-Report-21-22.pdf)`\n- [Page 53]\nUniversity of Canberra – Faculty of Arts and Design Story Ground\nWabisabi Learning Learner Agency Challenge\nWabisabi Learning Learning Intentions Masterclass\nWabisabi Learning Blending Learning Masterclass\nWabisabi Learning Foundations of Inquiry Masterclass 2.0\nWabisabi Learning Shift to Purposeful Questioning\nWabisabi Learning Shift to Learning Intentions\nWabisabi Learning Purposeful Questioning Masterclass\nWabisabi Learning Higher Order Thinking Masterclass\nWellbeing EDvantage Life Space Crisis Intervention\nWellbeing For Kids Peaceful Kids training\nXcursion International School Tour Risk Management Training Course\nACT Government I Education Directorate 333 Annual Report 2021-2022\n Source: `other-pdfs/TQI-Annexed-Report-EDU-Annual-Report-21-22.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0008/2091068/TQI-Annexed-Report-EDU-Annual-Report-21-22.pdf)`\n- [Page 58]\nOrganisation Program\nThe Shepherd Centre Uncurling the Cochlea: Latest Advancements in Cochlear Implant\nTherapy\nThe Shepherd Centre Unpacking the Challenges for Children with Hearing Loss\nThe Shepherd Centre The Functional Listening Index-Paediatric (FLI-P): Monitoring Listening\nSkills for Positive Progress\nThe Shepherd Centre Using Interactive Online Services (teleintervention) & Maximising\nFamily Engagement\nThe Shepherd Centre Engineering Executive Function for Children with Hearing Loss\nThe Shepherd Centre Leap into Literacy for Children with Hearing Loss\nThe Shepherd Centre Interactive Online Services (Telehealth) for Children and Students with\nHearing Loss\nTorrens Primary Developing a Whole School Approach to Problem Solving and Word\nProblems,\nTrinity Christian School Learning Friendly Cultures\n Source: `annual-reports/2019-20.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0011/1679402/TQI-2019-20-Annual-Report-Final-Published_Web-Version1.pdf)`\n- In the reporting period, TQI took regulatory action as follows:\nTQI table 2: TQI Regulatory Action taken between 1 July 2020 to 30 June 2021\nRegulatory action Number of actions\nFormal written warning (Working with Vulnerable People (WwVP)) 0\nFormal written warning (conduct) 2\nFormal written warning (s.28/29 Breach) 7\nCondition placed on registration 3\nSuspension of registration (WwVP registration lapsed) - 0\nSuspension of registration (conduct) 2\nRegulatory decision making was further strengthened through the development and use of a Conduct Risk\nManagement matrix along with the engagement of a Senior Officer as an independent technical adviser to\nsupport the decision-making process as required.\n Source: `annual-reports/2020-21.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1914639/TQI-2020-21-Annual-Report-Final-Published-Web-Version1.pdf)`\n- [Page 12]\n responded to the Minister’s Statement of Expectation with a progress report and\nforecast for 2022-23\n approved and monitored the TQI Strategic Risk Register\n applied the functions of Board committees; and monitored committee proceedings\n approved new policies and reviewed existing policies\n approved 10 hours of system sponsored professional learning to be recognised as\nteacher identified professional learning for teachers from Catholic Education engaging in\nthe Catalyst program\n approved the change in the Permit to Teach Policy to allow initial teacher education (ITE)\nstudents who have begun their final year of ITE to be employed via Permit to Teach\n approved 5 hours of Teacher Identified Professional Learning to be recognised for\nteachers for each module of certification submitted\n Source: `annual-reports/2022-23.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2305086/20231017-TQI-Annual-Report-final.pdf)`\n- [Page 80]\nXcursion How To Write Risk Assessments For School\nExcursions\nXcursion Risk Management & Safety For International\nSchool Tours (Online)\nXcursion Secrets To Outsourcing School Excursions, Camps\n& Activities\nXcursion Duke of Ed Adventurous Journey Risk\nManagement\nXcursion Outdoor Education Leaders Program Safety\nZart Zart Art Book Week Program 2022\nEducation Directorate Annual Report 2022–2023 | 426\n Source: `annual-reports/2022-23.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2305086/20231017-TQI-Annual-Report-final.pdf)`\n- Immediate notification enables TQI to undertake a risk assessment and to monitor\n8 s 70 B defines notification events as: the employer has begun a formal investigation of the teacher; takes\ndisciplinary action against the teacher; removes, cancels or ends the access of the teacher to casual\nemployment, or; the teacher, who is subject to a formal investigation or preliminary factual enquiry, resigns\nEducation Directorate 393 Annual Report 2023–24\n Source: `annual-reports/2023-24.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0010/2790361/FINAL-TYPESET-EDUCATION-DIRECTORATE-Annual-Report-2023-24-TQI.pdf)`\n- The Board deliberated on the following major issues and legislation during the reporting period:\n• amendments to the Teacher Quality Institute Act 2010;\n• the pilot of the new model for the Certification of Highly Accomplished and Lead Teachers;\n• the recommendations relating to teacher regulatory bodies from the Royal Commission into\nInstitutional Responses to Child Sexual Abuse and the corresponding recommendations in the\nSeptember 2018 Report from the National Review of Teacher Registration: One Teaching\nProfession: Teacher Registration in Australia;\n• professional learning requirements for teachers registered in the ACT; and\n• TQI’s management of business during COVID-19.\n Source: `annual-reports/2019-20.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0011/1679402/TQI-2019-20-Annual-Report-Final-Published_Web-Version1.pdf)`\n- [Page 61]\nOrganisation Program Name\nThe Shepherd Centre Understanding Hearing Loss: Tips and Tricks to Support\na Student with Hearing Loss in the Classroom\nTheodore Primary The New Art and Science of Teaching at Theodore\nPrimary School\nTorrens Primary Word Inquiry\nTQI PL Test School PL Variation Plan Approved Hours 2022\nTrinity Christian School 2030 Learning Futures\nTrinity Christian School A Culture for Building Powerful Learners\nTrinity Christian School Connectness and Relationships in School\nTrinity Christian School Inquiry Learning\nTrinity Christian School Managing Distractions\nTrinity Christian School Relational Learning\nUC Faculty of Education Mentoring Pre-Service Teachers: Leading Practice\nUC Faculty of Education Teachers as Researchers\nWabisabi Learning Blending Learning Masterclass\nWabisabi Learning Critical Thinking Literacy Challenge\n Source: `annual-reports/2020-21.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1914639/TQI-2020-21-Annual-Report-Final-Published-Web-Version1.pdf)`\n- [pages 61,62,63]\nEducation Teachers as Researchers\nWabisabi Learning Blending Learning Masterclass\nWabisabi Learning Critical Thinking Literacy Challenge\nWabisabi Learning Foundations of Inquiry Masterclass\nWabisabi Learning Higher Order Thinking Masterclass\nWabisabi Learning Learning Intentions Masterclass\nWabisabi Learning Purposeful Questioning Masterclass\nWanniassa Hills Primary Cultural Integrity at Wanniassa Hills\nWanniassa Hills Primary Rigour and Differentiation in the Classroom\nWanniassa School Developing Visible Learners\nWeetangera Primary Collaborative Teams that Transform Schools:\nProfessional Learning Communities\nWellbeing For Kids Peaceful Kids Facilitator Training\nYWCA Canberra Teaching Respect Ed\nZart Book Week 2021 Zart Art\nACT Government I Education Directorate 299 Annual Report 2020-2021\n Source: `annual-reports/2020-21.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1914639/TQI-2020-21-Annual-Report-Final-Published-Web-Version1.pdf)`\n- This brings the ACT in line with teaching in the other\njurisdictions, where Significant Risk Exemptions will delay entry by up to 5 years.\n Source: `annual-reports/2022-23.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2305086/20231017-TQI-Annual-Report-final.pdf)`\n- During the reporting period, the Board:\n monitored TQI’s performance against the TQI Strategic Direction 2020-2022;\n reviewed the Board’s performance;\n monitored TQI’s performance against the annual budget;\n reported TQI’s progress to the Minister for Education and Youth Affairs;\n reviewed the TQI Strategic Direction 2020-2022;\n approved the TQI Strategic Risk Register;\n reviewed the TQI Board Charter;\n reviewed and updated Board committee membership and terms of reference; applied\nthe functions of Board committees; and monitored committee proceedings;\n approved new policies and reviewed existing policies;\n approved the fee for renewal of certification as a Highly Accomplished or Lead Teacher\nafter ten years;\n endorsed the consultation process to inform the broadening of the regulatory model to\nregister all early childhood teachers in the ACT;\n Source: `other-pdfs/TQI-Annexed-Report-EDU-Annual-Report-21-22.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0008/2091068/TQI-Annexed-Report-EDU-Annual-Report-21-22.pdf)`\n- During the reporting period, the Board:\n• monitored TQI’s performance against the annual operational plan;\n• monitored TQI’s performance against the annual budget;\n• reported TQI’s progress to the Minister;\n• set the TQI Strategic Direction 2020-2022;\n• set the TQI Operational Plan 2020;\n• set the TQI Strategic Risk Register;\n• approved the annual calendar for Board meetings;\n• applied the functions of Board committees, some members chairing committees, and monitored\ncommittee proceedings; and\n• approved new policies and reviewed existing policies.\n Source: `annual-reports/2019-20.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0011/1679402/TQI-2019-20-Annual-Report-Final-Published_Web-Version1.pdf)`\n\n## Corporate Values and Operating Culture\n\n- [Page 61]\nOrganisation Program Name\nThe Shepherd Centre Understanding Hearing Loss: Tips and Tricks to Support\na Student with Hearing Loss in the Classroom\nTheodore Primary The New Art and Science of Teaching at Theodore\nPrimary School\nTorrens Primary Word Inquiry\nTQI PL Test School PL Variation Plan Approved Hours 2022\nTrinity Christian School 2030 Learning Futures\nTrinity Christian School A Culture for Building Powerful Learners\nTrinity Christian School Connectness and Relationships in School\nTrinity Christian School Inquiry Learning\nTrinity Christian School Managing Distractions\nTrinity Christian School Relational Learning\nUC Faculty of Education Mentoring Pre-Service Teachers: Leading Practice\nUC Faculty of Education Teachers as Researchers\nWabisabi Learning Blending Learning Masterclass\nWabisabi Learning Critical Thinking Literacy Challenge\n Source: `annual-reports/2020-21.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1914639/TQI-2020-21-Annual-Report-Final-Published-Web-Version1.pdf)`\n- Daramalan College Growth for our Diverse Learners\nDaramalan College Leading Community\nDaramalan College Mental Health and Wellbeing for Staff and Students in\nEducational Settings\nDaramalan College Teaching with Heart 2021\nDaramalan College Twilight PL - Staff Wellbeing\nDeploy Learning Pty Ltd Level 1 Google Certified Educator Course\nDesign and Technology Teachers Association ACT DATTA ACT Professional Learning Seminar Program\n2021\nDuffy Primary Inquiry Pedagogy\nEducation Events Autism Spectrum Disorder - a different way of thinking,\nlearning and managing emotions\nEducation Events Developing Early Childhood Approaches for children\nwith additional needs\nEducation Events Understanding Autism Spectrum Disorder - Teaching\nStrategies and Behaviour Support\nEduInfluencers A Feedback Culture\nEduInfluencers Building Professional Trust\nEduInfluencers Celebrating Results\n Source: `annual-reports/2020-21.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1914639/TQI-2020-21-Annual-Report-Final-Published-Web-Version1.pdf)`\n- [pages 61,62,63]\nEducation Teachers as Researchers\nWabisabi Learning Blending Learning Masterclass\nWabisabi Learning Critical Thinking Literacy Challenge\nWabisabi Learning Foundations of Inquiry Masterclass\nWabisabi Learning Higher Order Thinking Masterclass\nWabisabi Learning Learning Intentions Masterclass\nWabisabi Learning Purposeful Questioning Masterclass\nWanniassa Hills Primary Cultural Integrity at Wanniassa Hills\nWanniassa Hills Primary Rigour and Differentiation in the Classroom\nWanniassa School Developing Visible Learners\nWeetangera Primary Collaborative Teams that Transform Schools:\nProfessional Learning Communities\nWellbeing For Kids Peaceful Kids Facilitator Training\nYWCA Canberra Teaching Respect Ed\nZart Book Week 2021 Zart Art\nACT Government I Education Directorate 299 Annual Report 2020-2021\n Source: `annual-reports/2020-21.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1914639/TQI-2020-21-Annual-Report-Final-Published-Web-Version1.pdf)`\n- Our Values\n respect\n integrity\n collaboration\n innovation\nEducation Directorate Annual Report 2022–2023 | 351\n Source: `annual-reports/2022-23.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2305086/20231017-TQI-Annual-Report-final.pdf)`\n- [Page 59]\nAustralian Taxation Office Teaching primary students to be active and\ninformed citizens (Paying It Forward)\nBatyr Australia Limited batyr Teacher PD\nBehaviour Zen Pty Ltd Positive Behaviour Support Strategies for\nStudents with Oppositional Defiant Disorder\nBehaviour Zen Pty Ltd Positive Behaviour Support Strategies for\nStudents with Attention Deficit Hyperactivity\nDisorder\nBehaviour Zen Pty Ltd Positive Behaviour Support Strategies for\nStudents with Aggressive Behaviour\nBehaviour Zen Pty Ltd Positive Behaviour Support Strategies for\nStudents with Anxiety\nBehaviour Zen Pty Ltd Positive Behaviour Support Strategies for\nStudents with Autism Spectrum Disorder\nBehaviour Zen Pty Ltd Guiding the development of emotional\nregulation skills\nBelconnen High Becoming a Better PLC Part 2\nBerry Street Victoria Berry Street Education Model - Day 1 Body\n Source: `annual-reports/2022-23.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2305086/20231017-TQI-Annual-Report-final.pdf)`\n- [Page 65]\nEarly Childhood Australia Inc Equity and inclusion professional learning\npackage\nEarly Childhood Australia Inc Early childhood learning environments package\nEarly Childhood Australia Inc Music in early childhood (two-part series)\nEarly Childhood Australia Inc Participatory Planning―The Floorbooks®\nApproach―Focus on Talking Tubs™\nEarly Childhood Australia Inc Participatory Planning―The Floorbooks®\nApproach\nEarly Childhood Australia Inc Participatory Planning―The Floorbooks®\nApproach (A focus on Floorbooks)\nEarly Childhood Australia Inc Play-based learning in early childhood package\nEarly Childhood Australia Inc Service leadership in early childhood package\nEarly Childhood Australia Inc STEAM―Science, technology, engineering, arts\nand mathematics package\nEarly Childhood Australia Inc 2022 Early Childhood Australia National\nConference Passion to Power\n Source: `annual-reports/2022-23.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2305086/20231017-TQI-Annual-Report-final.pdf)`\n- [Page 56]\nOrganisation Program Name\nLanyon High Using the High Reliability Schools Framework within a\nPLC\nLibby Baker Literacy First Steps in Functional Grammar\nLibby Baker Literacy Multimodal Texts: Using Functional Grammar to\nunderstand more than just words\nLibby Baker Literacy Planning for Functional Grammar\nLifeJourney International Cyber Teacher - Starting Up in Cyber Security\nLight Educational Ministries LEM Phonics Introductory Course\nLight Educational Ministries LEM Phonics Overview\nLighthouse Education Rock and Water One Day Workshop\nLighthouse Education Rock and Water Three Day Comprehensive Workshop\nLighthouse Education Rock and Water Two Day Focus on Girls and Women\nLighthouse Education Rock and Water Two Day Primary Focus\nLittle Scientists Australia Early Childhood STEM Professional Development\nWorkshop - Engineering\n Source: `annual-reports/2020-21.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1914639/TQI-2020-21-Annual-Report-Final-Published-Web-Version1.pdf)`\n- [Page 60]\nMusica Viva Australia Musica Viva Australia: Timmy & the Breakfast Band PD Webinar\nMusica Viva Australia Musica Viva Australia: Eastwinds PD Webinar\nMusica Viva Australia MVA Music for Wellbeing\nMusica Viva Australia MVA Music for the Early Years\nMusica Viva Australia Musica Viva Australia: Music Education Skills for the Primary\nClassroom\nNamadgi School Namadgi School 2023 School Plans\nNational Institute for Christian Education CEN NSW/ACT State Conference 'Practice with Purpose' 2023\nNational Museum of Australia First Nations Histories and Cultures in Schools\nNeville Bonner School NBPS Reading\nNeville Bonner School School Wide Positive Behaviours for Learning\nNeville Bonner School Yirra - Team Leader Program at NBPS\nNgunnawal Primary Cultural Integrity - Dr Benny Wilson & Dr David Spillman\nNorth Ainslie Primary Exploring the PYP - Primary Years Program and Inquiry Learning\n Source: `annual-reports/2023-24.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0010/2790361/FINAL-TYPESET-EDUCATION-DIRECTORATE-Annual-Report-2023-24-TQI.pdf)`\n\n## Global Ideas and Case Study Inputs\n\n_No global-intelligence source text found yet. Run `CLAUDE/global-ideas-scraper.py ` to populate case-study sources._\n\n## Source Artifacts Used\n\n- `annual-reports/2019-20.pdf` - annual-reports - https://www.tqi.act.edu.au/__data/assets/pdf_file/0011/1679402/TQI-2019-20-Annual-Report-Final-Published_Web-Version1.pdf\n- `annual-reports/2020-21.pdf` - annual-reports - https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1914639/TQI-2020-21-Annual-Report-Final-Published-Web-Version1.pdf\n- `annual-reports/2022-23.pdf` - annual-reports - https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2305086/20231017-TQI-Annual-Report-final.pdf\n- `annual-reports/2023-24.pdf` - annual-reports - https://www.tqi.act.edu.au/__data/assets/pdf_file/0010/2790361/FINAL-TYPESET-EDUCATION-DIRECTORATE-Annual-Report-2023-24-TQI.pdf\n- `annual-reports/2024-25.pdf` - annual-reports - https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2985918/2024-25-ACT-Education-Directorate-Annual-Report-Corrigendum.pdf\n- `strategies/TQI_Strategic_Direction_2022_2024.pdf` - strategies - https://www.tqi.act.edu.au/__data/assets/pdf_file/0003/2201295/TQI_Strategic_Direction_2022_2024.pdf\n- `pages/about.html` - pages - https://www.tqi.act.edu.au/about-us\n- `pages/annual-reports-index.html` - pages - https://www.tqi.act.edu.au/about-us/annual-reports\n- `pages/annual-reports-index__00.html` - pages - https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2985918/2024-25-ACT-Education-Directorate-Annual-Report-Corrigendum.pdf\n- `pages/annual-reports-index__01.html` - pages - https://www.tqi.act.edu.au/__data/assets/pdf_file/0010/2985913/2024-25-Annual-Report.pdf\n- `pages/annual-reports-index__02.html` - pages - https://www.tqi.act.edu.au/__data/assets/pdf_file/0010/2790361/FINAL-TYPESET-EDUCATION-DIRECTORATE-Annual-Report-2023-24-TQI.pdf\n- `pages/annual-reports-index__03.html` - pages - https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2305086/20231017-TQI-Annual-Report-final.pdf\n- `pages/annual-reports-index__04.html` - pages - https://www.tqi.act.edu.au/__data/assets/pdf_file/0008/2091068/TQI-Annexed-Report-EDU-Annual-Report-21-22.pdf\n- `pages/annual-reports-index__05.html` - pages - https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1914639/TQI-2020-21-Annual-Report-Final-Published-Web-Version1.pdf\n- `pages/annual-reports-index__06.html` - pages - https://www.tqi.act.edu.au/__data/assets/pdf_file/0011/1679402/TQI-2019-20-Annual-Report-Final-Published_Web-Version1.pdf\n- `pages/annual-reports-index__07.html` - pages - https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1434399/TQI-Annual-Report-2018-2019.pdf\n- `pages/annual-reports-index__08.html` - pages - https://www.tqi.act.edu.au/__data/assets/pdf_file/0003/1305246/Annual-Report-2017-18-Final..pdf\n- `pages/annual-reports-index__09.html` - pages - https://www.tqi.act.edu.au/__data/assets/pdf_file/0009/1115766/2016-2017-Annual-Report.pdf\n- `pages/annual-reports-index__10.html` - pages - https://www.tqi.act.edu.au/__data/assets/pdf_file/0011/1001171/Annual-Report-for-Website.pdf\n- `pages/annual-reports-index__11.html` - pages - https://www.tqi.act.edu.au/__data/assets/pdf_file/0020/792020/TQI-Annual-Report-2014-15.pdf\n- `pages/annual-reports-index__12.html` - pages - https://www.tqi.act.edu.au/__data/assets/pdf_file/0003/792201/TQI-Annual-Report-2013-14.pdf\n- `pages/annual-reports-index__13.html` - pages - https://www.tqi.act.edu.au/__data/assets/pdf_file/0004/792202/TQI-Annual-Report-2012-13.pdf\n- `pages/annual-reports-index__14.html` - pages - https://www.tqi.act.edu.au/__data/assets/pdf_file/0005/792203/TQI-Annual-Report-2011-12.pdf\n- `pages/homepage.html` - pages - https://www.tqi.act.edu.au/\n- `other-pdfs/TQI-Annexed-Report-EDU-Annual-Report-21-22.pdf` - other-pdfs - https://www.tqi.act.edu.au/__data/assets/pdf_file/0008/2091068/TQI-Annexed-Report-EDU-Annual-Report-21-22.pdf\n- `other-pdfs/202603-Appointment-2026-advertisement-community-member.pdf` - other-pdfs - https://www.tqi.act.edu.au/__data/assets/pdf_file/0008/3039920/202603-Appointment-2026-advertisement-community-member.pdf\n\n## Gaps To Fix\n\n- No corporate plan text source found.\n- No global comparison/case-study sources found.", "legislation_md": "# ACT Teacher Quality Institute - Acts and Legislation Discovery\n\n**Generated at**: 2026-05-09T21:48:38.724796+00:00\n**Entity ID**: S-ACT-030\n**Jurisdiction**: Australian Capital Territory\n**Portfolio**: Education\n\n> This is an evidence-based discovery list from scraped department material. A mention does not always mean the department administers the legislation; high-confidence and official register links should be reviewed.\n\n## Summary\n\n- Source files scanned: 26\n- Unique legislation references found: 14\n\n| Type | Count |\n|---|---:|\n| Act | 13 |\n| Regulation | 1 |\n\n## Legislation References\n\n### ACT Teacher Quality Institute Act 2010\n\n**Type**: Act\n**Confidence**: high\n**Mentions**: 16\n**Register search**: https://www.legislation.act.gov.au/search?query=ACT+Teacher+Quality+Institute+Act+2010\n\n**Sources**:\n- `pages/about.html`\n- `pages/homepage.html`\n- `annual-reports/2019-20.pages.jsonl`\n- `annual-reports/2020-21.pages.jsonl`\n- `annual-reports/2022-23.pages.jsonl`\n- `annual-reports/2023-24.pages.jsonl`\n- `other-pdfs/202603-Appointment-2026-advertisement-community-member.pages.jsonl`\n- `other-pdfs/TQI-Annexed-Report-EDU-Annual-Report-21-22.pages.jsonl`\n- `strategies/TQI_Strategic_Direction_2022_2024.pages.jsonl`\n\n**Evidence contexts**:\n- About us - ACT Teacher Quality Institute\n\nSkip to content\nACT Teacher Quality Institute\nAbout us\nContact us\nAbout TQI\nThe ACT Teacher Quality Institute (TQI) is an independent statutory authority established by the\nACT Teacher Quality Institute Act 2010\nto build the professional standing of ACT teachers and to enhance the community’s confidence in the teaching profession through professional regulation and practical initiatives to raise teacher quality.\nTQI is charged with integrating standards-based quality\n Source: `pages/about.html`\n- TQI is taking to transition in its second decade to a responsive regulator which appropriately recognises the professionalism of ACT teachers and respectfully supports and builds the status of our teachers.  The plan takes into account the requirements of the ACT Teacher Quality Institute Act 2010, the vision and values of the Board, along with the current local and national drivers for change within the quality and regulation of the teaching workforce.\nDownload a copy of the TQI Strategic Direction 2022 – 2024\n Source: `pages/about.html`\n- munity of Practice\nTQI Portal Login\nUpdate my details\nFind a TQI accredited PL program\nRegister of teachers\nUpholding the standards of the ACT teaching profession\nThe ACT Teacher Quality Institute (TQI) is an independent statutory authority established by the\nACT Teacher Quality Institute Act 2010 (\nTQI Act) to build the professional standing of all ACT teachers, to enhance the community’s confidence in the teaching profession through professional regulation and practical initiatives to raise teacher quality. The Board reports directly to the Minister\n Source: `pages/homepage.html`\n- nnual_reports.\nACT Government I Education Directorate 228 Annual Report 2019-2020\n\n[page 6]\nPart B – Organisation Overview and Performance\nOrganisational Overview\nThe ACT Teacher Quality Institute (TQI) is an independent statutory authority established by the ACT\nTeacher Quality Institute Act 2010 (TQI Act) to build the professional standing of all ACT teachers, to\nenhance the community’s confidence in the teaching profession through professional regulation and\npractical initiatives to raise teacher quality and strengthen child safety and wellbeing.\nVi\n Source: `annual-reports/2019-20.pages.jsonl`\n- management and\nplanning that supports TQI’s operations. The Board regularly considers the financial performance of\nTQI. In the reporting period, the Board approved four Finance Reports.\nThe Teacher Quality Institute is a statutory authority created under the ACT Teacher Quality Institute\nAct 2010. In the reporting period on 22 August 2019, the Legislative Assembly passed amendments\nto the Teacher Quality Institute Act 2010.\nThe amendments which took effect from 1 January 2020, authorised TQI to establish a pre-service\nteacher register for pre-service\n Source: `annual-reports/2019-20.pages.jsonl`\n\n### Financial Management Act 1996\n\n**Type**: Act\n**Confidence**: high\n**Mentions**: 16\n**Register search**: https://www.legislation.act.gov.au/search?query=Financial+Management+Act+1996\n\n**Sources**:\n- `annual-reports/2019-20.pages.jsonl`\n- `annual-reports/2020-21.pages.jsonl`\n- `annual-reports/2022-23.pages.jsonl`\n- `annual-reports/2023-24.pages.jsonl`\n- `other-pdfs/TQI-Annexed-Report-EDU-Annual-Report-21-22.pages.jsonl`\n\n**Evidence contexts**:\n- ster on matters relevant to the purpose of the\nAct. Current Board membership is set out in Table 1.\nManagement of the Institute’s operations is undertaken by the Chief Executive Officer subject to the\nrequirements of the Public Sector Management Act 1994, the Financial Management Act 1996\n(FMA) and specific delegations of authority approved by the Board. These delegations are set out in\nan Instrument of Delegations which may be varied from time to time.\nThe Chief Executive Officer, Mr Jason Borton, is responsible for the day-to-day operations\n Source: `annual-reports/2019-20.pages.jsonl`\n- 020. Board members who served on the TQI Board in the\nreporting period are listed in Table 1.\nManagement of the Institute’s operations is undertaken by the Chief Executive Officer (CEO) subject to the\nrequirements of the Public Sector Management Act 1994, the Financial Management Act 1996 (FMA) and\nspecific delegations of authority approved by the Board. These delegations are set out in an Instrument of\nDelegations which may be varied from time to time.\nSection 10 of the Remuneration Tribunal Act 1995 requires its administrative body (the Trib\n Source: `annual-reports/2020-21.pages.jsonl`\n- regulator, supporting teachers to meet the vision of\nquality expressed within the Standards.\nManagement of the Institute’s operations is undertaken by the Chief Executive Officer (CEO)\nsubject to the requirements of the Public Sector Management Act 1994, the Financial\nManagement Act 1996 (FMA) and specific delegations of authority approved by the Board.\nThese delegations are set out in an Instrument of Delegations which may be varied from\ntime to time.\nSection 10 of the Remuneration Tribunal Act 1995 requires its administrative body (the\nTrib\n Source: `annual-reports/2022-23.pages.jsonl`\n- n TQI is working towards the introduction of a new category of registration to include\nearly childhood teachers, including those working in early childhood education and care\nsettings.\nOperating Environment\nTQI is a Territory authority for the purposes of the Financial Management Act 1996 (FMA).\nBy a declaration issued by the Treasurer in February 2012 [Financial Management (Territory\nAuthorities) Declaration 2012 (No. 1)], TQI has been exempted from certain provisions of the\nFMA. For example, TQI is not required to produce a detailed statemen\n Source: `annual-reports/2022-23.pages.jsonl`\n- ons and deliberations. The Charter also requires\nmembers to avoid conflicts of interest; disclose any conflicts of interest; and to absent\nthemselves from deliberations should a conflict of interest arise.\nThe Charter states that in accordance with s85 of the Financial Management Act 1996,\nBoard members must exercise their functions with the degree of honesty, care, and\ndiligence required to be exercised by a director of a corporation in relation to the affairs of\nthat corporation. The charter is reviewed every 2 years or at other intervals as\n Source: `annual-reports/2022-23.pages.jsonl`\n\n### Annual Reports (Government Agencies) Act 2004\n\n**Type**: Act\n**Confidence**: high\n**Mentions**: 13\n**Register search**: https://www.legislation.act.gov.au/search?query=Annual+Reports+%28Government+Agencies%29+Act+2004\n\n**Sources**:\n- `pages/annual-reports-index.html`\n- `annual-reports/2019-20.pages.jsonl`\n- `annual-reports/2020-21.pages.jsonl`\n- `annual-reports/2022-23.pages.jsonl`\n- `annual-reports/2023-24.pages.jsonl`\n- `annual-reports/2024-25.pages.jsonl`\n- `other-pdfs/TQI-Annexed-Report-EDU-Annual-Report-21-22.pages.jsonl`\n\n**Evidence contexts**:\n- ies by integrating the direct regulation of the teaching workforce with specific strategic measures designed to raise the quality of that workforce.\nTQI must comply with the Annual Report Directions (the Directions) made under section 8 of the\nAnnual Reports (Government Agencies) Act 2004.\nThe Directions are found at the ACT Legislation Register (\nwww.legislation.act.gov.au\n).\n2024-25 ACT Education Directorate Annual Report Corrigendum\n(617.8 KB)\n2024-25 Annual Report\n(3.7 MB)\n2023-24 Annual Report\n(1.8 MB)\n2022-23 Annual Report\n(2.5 MB)\n2021-\n Source: `pages/annual-reports-index.html`\n- 2020\n\n[page 3]\nACT Government I Education Directorate 226 Annual Report 2019-2020\n\n[page 4]\nCompliance Statement\nThe ACT Teacher Quality Institute (TQI) must comply with the Annual Report Directions (the\nDirections) made under section 8 of the Annual Reports (Government Agencies) Act 2004. The\nDirections are found at the ACT Legislation Register (www.legislation.act.gov.au).\nThe Compliance Statement indicates the subsections, under Parts 1 to 5 of the Directions, that are\napplicable to the TQI and the location of information that satisfies the\n Source: `annual-reports/2019-20.pages.jsonl`\n- process;\n• fees received from teachers on application for teacher registration or permits to teach; and\n• application fees for teachers applying for Certification under the Australian Professional\nStandards for Teachers.\nFor the purpose of the Annual Reports (Government Agencies) Act 2004, TQI comes within the\ndefinition of ‘public sector body’. Accordingly, TQI has prepared this annual report to comply with\nsection 7 of that Act and in accordance with the requirements referred to in the 2019 Annual Report\nDirections issued under section 9 of\n Source: `annual-reports/2019-20.pages.jsonl`\n- al Certificate\nACT Government I Education Directorate 239 Annual Report 2020-2021\n\n[page 2]\nCompliance Statement\nThe ACT Teacher Quality Institute (TQI) must comply with the Annual Report Directions (the Directions)\nmade under section 8 of the Annual Reports (Government Agencies) Act 2004. The Directions are found at\nthe ACT Legislation Register (www.legislation.act.gov.au).\nThe Compliance Statement indicates the subsections, under Parts 1 to 5 of the Directions, that are\napplicable to the TQI and the location of information that satisfies the\n Source: `annual-reports/2020-21.pages.jsonl`\n- process;\n fees received from teachers on application for teacher registration or permits to teach; and\n application fees for teachers applying for Certification under the Australian Professional Standards for\nTeachers.\nFor the purpose of the Annual Reports (Government Agencies) Act 2004, TQI comes within the definition of\n‘public sector body’. Accordingly, TQI has prepared this annual report to comply with section 7 of that Act\nand in accordance with the requirements referred to in the 2021 Annual Report Directions issued under\nsection 9 of\n Source: `annual-reports/2020-21.pages.jsonl`\n\n### Public Sector Management Act 1994\n\n**Type**: Act\n**Confidence**: high\n**Mentions**: 10\n**Register search**: https://www.legislation.act.gov.au/search?query=Public+Sector+Management+Act+1994\n\n**Sources**:\n- `annual-reports/2019-20.pages.jsonl`\n- `annual-reports/2020-21.pages.jsonl`\n- `annual-reports/2022-23.pages.jsonl`\n- `annual-reports/2023-24.pages.jsonl`\n- `other-pdfs/TQI-Annexed-Report-EDU-Annual-Report-21-22.pages.jsonl`\n\n**Evidence contexts**:\n- T community. The Board advises the Minister on matters relevant to the purpose of the\nAct. Current Board membership is set out in Table 1.\nManagement of the Institute’s operations is undertaken by the Chief Executive Officer subject to the\nrequirements of the Public Sector Management Act 1994, the Financial Management Act 1996\n(FMA) and specific delegations of authority approved by the Board. These delegations are set out in\nan Instrument of Delegations which may be varied from time to time.\nThe Chief Executive Officer, Mr Jason Borton, is respons\n Source: `annual-reports/2019-20.pages.jsonl`\n- ted by a small team numbering 11.6 FTE.\nSection 10 of the Remuneration Tribunal Act 1995 requires its administrative body (the Tribunal) to\ninquire into and determine the remuneration, allowances, and other entitlements of executives\nwithin the meaning of the Public Sector Management Act 1994.\nOperating Environment\nTQI is a Territory authority for the purposes of the FMA.\nBy a declaration issued by the Treasurer in February 2012 [Financial Management (Territory\nAuthorities) Declaration 2012 (No. 1)], TQI has been exempted from certain provisions o\n Source: `annual-reports/2019-20.pages.jsonl`\n- d as the TQI Board Chair on 12 August 2020. Board members who served on the TQI Board in the\nreporting period are listed in Table 1.\nManagement of the Institute’s operations is undertaken by the Chief Executive Officer (CEO) subject to the\nrequirements of the Public Sector Management Act 1994, the Financial Management Act 1996 (FMA) and\nspecific delegations of authority approved by the Board. These delegations are set out in an Instrument of\nDelegations which may be varied from time to time.\nSection 10 of the Remuneration Tribunal Act 1995 require\n Source: `annual-reports/2020-21.pages.jsonl`\n- which may be varied from time to time.\nSection 10 of the Remuneration Tribunal Act 1995 requires its administrative body (the Tribunal) to inquire\ninto and determine the remuneration, allowances, and other entitlements of executives within the\nmeaning of the Public Sector Management Act 1994.\nThe Chief Executive Officer (CEO) is responsible for the day-to-day operations of TQI, supported by a small\nteam numbering 9.7 FTE.\nMs Anne Ellis resigned from the CEO position from 9 January 2021. Ms Ellis was the founding CEO of TQI\nand established TQI as\n Source: `annual-reports/2020-21.pages.jsonl`\n- e 8]\nMs Howson sees TQI as a responsive regulator, supporting teachers to meet the vision of\nquality expressed within the Standards.\nManagement of the Institute’s operations is undertaken by the Chief Executive Officer (CEO)\nsubject to the requirements of the Public Sector Management Act 1994, the Financial\nManagement Act 1996 (FMA) and specific delegations of authority approved by the Board.\nThese delegations are set out in an Instrument of Delegations which may be varied from\ntime to time.\nSection 10 of the Remuneration Tribunal Act 1995 require\n Source: `annual-reports/2022-23.pages.jsonl`\n\n### Remuneration Tribunal Act 1995\n\n**Type**: Act\n**Confidence**: high\n**Mentions**: 10\n**Register search**: https://www.legislation.act.gov.au/search?query=Remuneration+Tribunal+Act+1995\n\n**Sources**:\n- `annual-reports/2019-20.pages.jsonl`\n- `annual-reports/2020-21.pages.jsonl`\n- `annual-reports/2022-23.pages.jsonl`\n- `annual-reports/2023-24.pages.jsonl`\n- `other-pdfs/TQI-Annexed-Report-EDU-Annual-Report-21-22.pages.jsonl`\n\n**Evidence contexts**:\n- e delegations are set out in\nan Instrument of Delegations which may be varied from time to time.\nThe Chief Executive Officer, Mr Jason Borton, is responsible for the day-to-day operations of TQI,\nsupported by a small team numbering 11.6 FTE.\nSection 10 of the Remuneration Tribunal Act 1995 requires its administrative body (the Tribunal) to\ninquire into and determine the remuneration, allowances, and other entitlements of executives\nwithin the meaning of the Public Sector Management Act 1994.\nOperating Environment\nTQI is a Territory authority fo\n Source: `annual-reports/2019-20.pages.jsonl`\n- an three years. A\nperson may be reappointed for a further term of three years. The Chief Executive Officer is a non-\nvoting member of the Board. Remuneration for the Chair is determined by the ACT Remuneration\nTribunal in accordance with the provisions of the Remuneration Tribunal Act 1995. Except for the\nChair, Board Members and Committee Members will not receive remuneration for performing their\nBoard or Board Committee functions. They will, however, receive reimbursement for expenses\nreasonably incurred while performing these functions eithe\n Source: `annual-reports/2019-20.pages.jsonl`\n- the Public Sector Management Act 1994, the Financial Management Act 1996 (FMA) and\nspecific delegations of authority approved by the Board. These delegations are set out in an Instrument of\nDelegations which may be varied from time to time.\nSection 10 of the Remuneration Tribunal Act 1995 requires its administrative body (the Tribunal) to inquire\ninto and determine the remuneration, allowances, and other entitlements of executives within the\nmeaning of the Public Sector Management Act 1994.\nThe Chief Executive Officer (CEO) is responsible for\n Source: `annual-reports/2020-21.pages.jsonl`\n- han three years. A person may be\nreappointed for a further term of three years. The Chief Executive Officer is a non-voting member of the\nBoard. Remuneration for the Chair is determined by the ACT Remuneration Tribunal in accordance with the\nprovisions of the Remuneration Tribunal Act 1995. Except for the Chair, Board Members and Committee\nMembers will not receive remuneration for performing their Board or Board Committee functions. They\nwill, however, receive reimbursement for expenses reasonably incurred while performing these functions\neithe\n Source: `annual-reports/2020-21.pages.jsonl`\n- the Public Sector Management Act 1994, the Financial\nManagement Act 1996 (FMA) and specific delegations of authority approved by the Board.\nThese delegations are set out in an Instrument of Delegations which may be varied from\ntime to time.\nSection 10 of the Remuneration Tribunal Act 1995 requires its administrative body (the\nTribunal) to inquire into and determine the remuneration, allowances, and other\nentitlements of executives within the meaning of the Public Sector Management Act 1994.\nThe CEO is responsible for the day-to-day operations\n Source: `annual-reports/2022-23.pages.jsonl`\n\n### Teacher Quality Institute Act 2010\n\n**Type**: Act\n**Confidence**: high\n**Mentions**: 6\n**Register search**: https://www.legislation.act.gov.au/search?query=Teacher+Quality+Institute+Act+2010\n\n**Sources**:\n- `pages/annual-reports-index.html`\n- `annual-reports/2019-20.pages.jsonl`\n- `annual-reports/2022-23.pages.jsonl`\n- `other-pdfs/TQI-Annexed-Report-EDU-Annual-Report-21-22.pages.jsonl`\n\n**Evidence contexts**:\n- Annual Reports - ACT Teacher Quality Institute\n\nSkip to content\nACT Teacher Quality Institute\nAbout us\nContact us\nHome\nAbout us\nAnnual Reports\nAnnual Reports\nTQI’s role in relation to the ACT teaching profession stems from the\nTeacher Quality Institute Act 2010\n. TQI undertakes its responsibilities by integrating the direct regulation of the teaching workforce with specific strategic measures designed to raise the quality of that workforce.\nTQI must comply with the Annual Report Directions (the Directions) made unde\n Source: `pages/annual-reports-index.html`\n- ting period, the Board approved four Finance Reports.\nThe Teacher Quality Institute is a statutory authority created under the ACT Teacher Quality Institute\nAct 2010. In the reporting period on 22 August 2019, the Legislative Assembly passed amendments\nto the Teacher Quality Institute Act 2010.\nThe amendments which took effect from 1 January 2020, authorised TQI to establish a pre-service\nteacher register for pre-service teachers and to collect teacher workforce data and pre-service\nteacher data. The collection of suitable lifecycle data at the lev\n Source: `annual-reports/2019-20.pages.jsonl`\n- committees, some members chairing committees, and monitored\ncommittee proceedings; and\n• approved new policies and reviewed existing policies.\nThe Board deliberated on the following major issues and legislation during the reporting period:\n• amendments to the Teacher Quality Institute Act 2010;\n• the pilot of the new model for the Certification of Highly Accomplished and Lead Teachers;\n• the recommendations relating to teacher regulatory bodies from the Royal Commission into\nInstitutional Responses to Child Sexual Abuse and the corresponding recomm\n Source: `annual-reports/2019-20.pages.jsonl`\n- laboration\n innovation\nEducation Directorate Annual Report 2022–2023 | 351\n\n[page 6]\nTQI Figure 1: Image of TQI Vision, Values and Aim\nRole, Functions and Services of the Institute\nOur Role\nTQI’s role in relation to the ACT teaching profession stems from the Teacher Quality Institute\nAct 2010 (TQI Act). TQI undertakes its responsibilities by integrating the direct regulation of\nthe teaching workforce with specific strategic measures designed to raise the quality of that\nworkforce. The primary strategy is embedding the Australian Professional Stand\n Source: `annual-reports/2022-23.pages.jsonl`\n- nterest at each Board meeting.\nIn September 2022, the Board reviewed TQI’s financial and regulatory delegations.\nUnder section 56 of the Financial Management Act 1996, the Board delegates the powers\nlisted in the Financial Delegations. Under section 13 of the Teacher Quality Institute Act\n2010, the Board delegates the Regulatory Delegations to delegated persons and groups.\nPersons and groups include the Chief Executive Officer and TQI staff.\nFreedom of Information\nIn the reporting period, decisions to publish Open Access Information included public\n Source: `annual-reports/2022-23.pages.jsonl`\n\n### Work Health and Safety Act 2011\n\n**Type**: Act\n**Confidence**: high\n**Mentions**: 5\n**Register search**: https://www.legislation.act.gov.au/search?query=Work+Health+and+Safety+Act+2011\n\n**Sources**:\n- `annual-reports/2019-20.pages.jsonl`\n- `annual-reports/2020-21.pages.jsonl`\n- `annual-reports/2022-23.pages.jsonl`\n- `annual-reports/2023-24.pages.jsonl`\n- `other-pdfs/TQI-Annexed-Report-EDU-Annual-Report-21-22.pages.jsonl`\n\n**Evidence contexts**:\n- ate 253 Annual Report 2019-2020\n\n[page 31]\nWorkplace Health and Safety\nTQI has one nominated Health and Safety representative and one Respect, Equity and Diversity\nOfficer.\nIn the 2019-20 reporting period TQI has had no incidents requiring reporting under the Work Health\nand Safety Act 2011.\nAt its weekly whole-of-team meetings, TQI has workplace health and safety as a permanent agenda\nitem.\nIn 2019 TQI employed the FISH philosophy program - a set of simple, practical tools and activities to\nbuild stronger relationships, more connected teams and\n Source: `annual-reports/2019-20.pages.jsonl`\n- eaders to develop their cultural competency.\nWorkplace Health and Safety\nTQI has one nominated Health and Safety representative and one Respect, Equity and Diversity Officer. In\nthe 2020-2021 reporting period TQI had no incidents requiring reporting under the Work Health and Safety\nAct 2011.\nIn response to COVID-19 restrictions, team members were encouraged to become familiar with\ncommunications from government about COVID-19 safe practices. Daily online executive and team\nmeetings were scheduled and continued throughout the reporting period. At\n Source: `annual-reports/2020-21.pages.jsonl`\n- by Aboriginal and Torres Strait\nIslander teachers themselves.\nTQI has updated all email footers with the deliberate intent to acknowledge country.\nWorkplace Health and Safety\nIn the 2022-2023 reporting period TQI had no incidents requiring reporting under the Work\nHealth and Safety Act 2011.\nDaily executive and team meetings were held online and face to face throughout the\nreporting period, with employees encouraged to attend on-line if experiencing COVID-19,\ninfluenza or cold like symptoms. At these meetings, team members were encouraged to\nide\n Source: `annual-reports/2022-23.pages.jsonl`\n- effort made by TQI in engaging people with Culturally and\nLinguistically Diverse (CALD) backgrounds by encouraging nominations from the CALD\ncommunities.\nWork Health and Safety\nIn the 2023–24 reporting period TQI had no incidents requiring reporting under the Work\nHealth and Safety Act 2011.\nTQI employees have the option of working in the office or working from home depending on\ntheir circumstances. TQI has, however, established times when all staff work from the office\nif available to do so. Employees only attend the office if they are well.\nMa\n Source: `annual-reports/2023-24.pages.jsonl`\n- Strait Islander people to\npromote reconciliation between Indigenous and non-\nIndigenous Australians) of the Australian Professional\nStandards for Teachers.\nWorkplace Health and Safety\nIn the reporting period, TQI had no incidents requiring reporting under the Work Health and\nSafety Act 2011.\nIn response to COVID-19 restrictions, team members were encouraged to become familiar\nwith communications from Government about COVID-19 safe practices. Daily online\nexecutive and team meetings were scheduled and continued throughout the reporting\nperiod. At\n Source: `other-pdfs/TQI-Annexed-Report-EDU-Annual-Report-21-22.pages.jsonl`\n\n### ACT Teacher Quality Institute Regulation 2010\n\n**Type**: Regulation\n**Confidence**: high\n**Mentions**: 4\n**Register search**: https://www.legislation.act.gov.au/search?query=ACT+Teacher+Quality+Institute+Regulation+2010\n\n**Sources**:\n- `annual-reports/2019-20.pages.jsonl`\n- `annual-reports/2020-21.pages.jsonl`\n- `annual-reports/2022-23.pages.jsonl`\n- `other-pdfs/TQI-Annexed-Report-EDU-Annual-Report-21-22.pages.jsonl`\n\n**Evidence contexts**:\n- al\ndemonstrated need by a school for the person’s particular specialist\nknowledge, band scores of no less than 7 in Speaking and Listening and 6 in\nReading and Writing are required.\nACT Government I Education Directorate 284 Annual Report 2019-2020\n\n[page 62]\nACT Teacher Quality Institute Regulation 2010 Part 2A\nAssessment standards required to be met by teachers.\nCertification against Highly Accomplished and Lead level of the Australian Professional Standards for\nTeachers\nCertification – Only available to experienced applicants who meet the eligibility crite\n Source: `annual-reports/2019-20.pages.jsonl`\n- al\ndemonstrated need by a school for the person’s particular specialist\nknowledge, band scores of no less than 7 in Speaking and Listening and 6 in\nReading and Writing are required.\nACT Government I Education Directorate 301 Annual Report 2020-2021\n\n[page 64]\nACT Teacher Quality Institute Regulation 2010 Part 2A\nAssessment standards required to be met by teachers.\nCertification against Highly Accomplished and Lead level of the Australian Professional Standards for\nTeachers\nCertification – Only available to experienced applicants who meet the eligibility crite\n Source: `annual-reports/2020-21.pages.jsonl`\n- nal demonstrated need by a school for the\nperson’s particular specialist knowledge, band scores of no less\nthan 7 in Speaking and Listening and 6 in Reading and Writing are\nrequired.\nEducation Directorate Annual Report 2022–2023 | 429\n\n[page 84]\nAttachment 3: ACT Teacher Quality Institute Regulation\n2010 Part 2A\nAssessment standards required to be met by teachers.\nCertification against Highly Accomplished and Lead level of the Australian Professional\nStandards for Teachers\nCertification – only available to experienced applicants who meet the eligibility crite\n Source: `annual-reports/2022-23.pages.jsonl`\n- al\ndemonstrated need by a school for the person’s particular specialist knowledge, band scores of no\nless than 7 in Speaking and Listening and 6 in\nReading and Writing are required.\nACT Government I Education Directorate 335 Annual Report 2021-2022\n\n[page 56]\nACT Teacher Quality Institute Regulation 2010 Part 2A\nAssessment standards required to be met by teachers.\nCertification against Highly Accomplished and Lead level of the Australian Professional\nStandards for Teachers\nCertification – Only available to experienced applicants who meet the eligibility crite\n Source: `other-pdfs/TQI-Annexed-Report-EDU-Annual-Report-21-22.pages.jsonl`\n\n### TQI Act. Public Interest Disclosure The Public Interest Disclosure Act 2012\n\n**Type**: Act\n**Confidence**: high\n**Mentions**: 4\n**Register search**: https://www.legislation.act.gov.au/search?query=TQI+Act.+Public+Interest+Disclosure+The+Public+Interest+Disclosure+Act+2012\n\n**Sources**:\n- `annual-reports/2019-20.pages.jsonl`\n- `annual-reports/2020-21.pages.jsonl`\n- `annual-reports/2022-23.pages.jsonl`\n- `annual-reports/2023-24.pages.jsonl`\n\n**Evidence contexts**:\n- 259 Annual Report 2019-2020\n\n[page 37]\nDuring the reporting year the age distribution of registered teachers is described below.\nTeacher qualifications\nMinisterial Directions\nOver the reporting period no directions were given by the Minister under s.25 of the TQI Act.\nPublic Interest Disclosure\nThe Public Interest Disclosure Act 2012 defines the types of wrongdoing that fall within the definition\nof disclosable conduct. Disclosable conduct includes any activity by an individual or an ACT Public\nSector entity that:\n• is illegal;\n• misuses or wastes public money or resources;\n• is misconduc\n Source: `annual-reports/2019-20.pages.jsonl`\n- career, not only through their yearly 20 hours of professional learning, but also by gaining\nadditional academic qualifications.\nTeacher qualifications\nMinisterial Directions\nOver the reporting period no directions were given by the Minister under s.25 of the TQI Act.\nPublic Interest Disclosure\nThe Public Interest Disclosure Act 2012 defines the types of wrongdoing that fall within the definition of\ndisclosable conduct. Disclosable conduct includes any activity by an individual or an ACT Public Sector entity\nthat:\n is illegal;\nACT Government I Education Directorate 280 Annual Report 2020\n Source: `annual-reports/2020-21.pages.jsonl`\n- of the 3\nAboriginal and Torres Strait Islander Procurement Policy performance measures.\nEducation Directorate Annual Report 2022–2023 | 396\n\n[page 51]\nMinisterial Directions\nOver the reporting period no directions were given by the Minister under s.25 of the TQI Act.\nPublic Interest Disclosure\nThe Public Interest Disclosure Act 2012 defines the types of wrongdoing that fall within the\ndefinition of disclosable conduct. Disclosable conduct includes any activity by an individual\nor an ACT Public Sector entity that:\n is illegal\n misuses or wastes public money or resources\n is misconduct\n Source: `annual-reports/2022-23.pages.jsonl`\n- Policy\nAboriginal and Torres Strait Islander Procurement Policy performance measures did not\napply to the procurements TQI undertook in 2023–24.\nMinisterial Directions\nOver the reporting period no directions were given by the Minister under section 25 of the\nTQI Act.\nPublic Interest Disclosure\nThe Public Interest Disclosure Act 2012 defines the types of wrongdoing that fall within the\ndefinition of disclosable conduct. Disclosable conduct includes any activity by an individual\nor an ACT Public Sector entity that:\n is illegal\n misuses or wastes public money or resources\n is misconduct\n Source: `annual-reports/2023-24.pages.jsonl`\n\n### Freedom of Information Act 2016\n\n**Type**: Act\n**Confidence**: high\n**Mentions**: 3\n**Register search**: https://www.legislation.act.gov.au/search?query=Freedom+of+Information+Act+2016\n\n**Sources**:\n- `annual-reports/2020-21.pages.jsonl`\n- `annual-reports/2022-23.pages.jsonl`\n- `other-pdfs/TQI-Annexed-Report-EDU-Annual-Report-21-22.pages.jsonl`\n\n**Evidence contexts**:\n- on included publication of, or updates to\nfour TQI policies. TQI has 18 documents posted on the Open Access website, including links to policies,\nannual reports, the TQI Strategic Direction and governance information.\nTQI received three applications under the Freedom of Information Act 2016 (FOI Act) in the reporting\nperiod. Two requests related to teacher movement within a school, the third related to information shared\nunder s.70A and s.70B of the TQI Act. The applicant seeking information relating to s.70A/B was provided\nwith a response and r\n Source: `annual-reports/2020-21.pages.jsonl`\n- Information included publication\nof, or updates to, 7 TQI policies. TQI has 16 links posted on the Open Access website,\nincluding links to policies, annual reports, the TQI Strategic Direction and governance\ninformation.\nTQI received 2 applications under the Freedom of Information Act 2016 in the reporting\nperiod relating to s70 A and B of the TQI Act. In late 2022, TQI collated over 750 records for\nthe request. In June 2023 TQI received a second FOI request relating to a s70B notification.\nTQI has information on its organisation, function, and\n Source: `annual-reports/2022-23.pages.jsonl`\n- mation included publication\nof, or updates to two TQI policies. TQI has 14 links posted on the Open Access website,\nincluding links to policies, annual reports, the TQI Strategic Direction and governance\ninformation.\nTQI received one application and under the Freedom of Information Act 2016 (FOI Act) in the\nreporting period relating to Section 70 A and B of the TQI Act. In the week prior to Christmas,\nTQI collated over 750 records for the request.\nThe TQI has information on its organisation, function, and decision-making powers on\nits website:\nw\n Source: `other-pdfs/TQI-Annexed-Report-EDU-Annual-Report-21-22.pages.jsonl`\n\n### ACT Teacher Quality Act 2010\n\n**Type**: Act\n**Confidence**: medium\n**Mentions**: 1\n**Register search**: https://www.legislation.act.gov.au/search?query=ACT+Teacher+Quality+Act+2010\n\n**Sources**:\n- `annual-reports/2019-20.pages.jsonl`\n\n**Evidence contexts**:\n- ion purposes.\nTeacher Identified activities that can be submitted for registration purposes\nACT Government I Education Directorate 246 Annual Report 2019-2020\n\n[page 24]\nTQI focused on a campaign to broaden teacher understanding of their obligations under the ACT\nTeacher Quality Act 2010 Regulations to complete the evaluation of all accredited programs they\nattend. Teachers have developed their understanding of the importance of their feedback and how\nthis linked to future availability of TQI accredited programs being offered in the ACT.\nColl\n Source: `annual-reports/2019-20.pages.jsonl`\n\n### Mutual Recognition Act 1992\n\n**Type**: Act\n**Confidence**: low\n**Mentions**: 2\n**Register search**: https://www.legislation.act.gov.au/search?query=Mutual+Recognition+Act+1992\n\n**Sources**:\n- `annual-reports/2022-23.pages.jsonl`\n- `annual-reports/2023-24.pages.jsonl`\n\n**Evidence contexts**:\n- nciples in the\nMemorandum of Understanding (MoU) concerning the provision of information between\nAustralian Teacher Regulatory Authorities (TRAs) to meet regulatory obligations under\nvarious state and territory legislation and for the purposes of applying the Mutual\nRecognition Act 1992. This MOU sets out agreed principles of sharing between TRAs to assist\nin lawful disclosure, receipt, retention, and use of information. While the MoU cannot\noverride our existing legislation relating to information sharing, it provides a framework for\npartie\n Source: `annual-reports/2022-23.pages.jsonl`\n- children, including their safety\nand wellbeing.\nThe Institute is preparing for the commencement of Automatic Deemed Registration in 2027\nand is in the process of meticulously reviewing the interaction between the ACT Teacher\nQuality Institute Act 2010 and the Mutual Recognition Act 1992 with GSO advice being\nsought where necessary. A detailed and complete implementation plan will be established\nin the coming year to ensure we are in the best position to lawfully and safely comply with\nthe Automatic Deemed Registration scheme.\nEducation Direc\n Source: `annual-reports/2023-24.pages.jsonl`\n\n### Mutual Recognition Amendment Act 2021\n\n**Type**: Act\n**Confidence**: low\n**Mentions**: 1\n**Register search**: https://www.legislation.act.gov.au/search?query=Mutual+Recognition+Amendment+Act+2021\n\n**Sources**:\n- `annual-reports/2020-21.pages.jsonl`\n\n**Evidence contexts**:\n- et of red-tape reduction reforms to assist Australia’s COVID-19 recovery. The Commonwealth\nTreasurer’s media release included the teaching profession as one of the occupations to be subject to the\nAMR scheme.\nOn 24 June, the Commonwealth Parliament passed the Mutual Recognition Amendment Act 2021 (the Act)\non 24 June 2021 and the AMR scheme came into effect on 1 July 2021. NSW, Victoria, NT and the ACT were\nthe participating jurisdictions at the time the AMR scheme commencement. However, the ACT determined\nthat teaching would be granted a twelve-month\n Source: `annual-reports/2020-21.pages.jsonl`\n\n### Section.25 of the TQI Act. Public Interest Disclosure The Public Interest Disclosure Act 2012\n\n**Type**: Act\n**Confidence**: low\n**Mentions**: 1\n**Register search**: https://www.legislation.act.gov.au/search?query=Section.25+of+the+TQI+Act.+Public+Interest+Disclosure+The+Public+Interest+Disclosure+Act+2012\n\n**Sources**:\n- `other-pdfs/TQI-Annexed-Report-EDU-Annual-Report-21-22.pages.jsonl`\n\n**Evidence contexts**:\n- rocurement undertaken in the 2021-22 reporting year did not address\nany of the three Aboriginal and Torres Strait Islander Procurement Policy performance\nmeasures.\nMinisterial Directions\nOver the reporting period no directions were given by the Minister under Section.25 of the\nTQI Act.\nPublic Interest Disclosure\nThe Public Interest Disclosure Act 2012 defines the types of wrongdoing that fall within the\ndefinition of disclosable conduct. Disclosable conduct includes any activity by an individual\nor an ACT Public Sector entity that:\n is illegal;\n misuses or wastes public money or resources;\n is misconduc\n Source: `other-pdfs/TQI-Annexed-Report-EDU-Annual-Report-21-22.pages.jsonl`\n\n## Files Scanned\n\n- `pages/about.html` (page)\n- `pages/annual-reports-index.html` (page)\n- `pages/annual-reports-index__00.html` (page)\n- `pages/annual-reports-index__01.html` (page)\n- `pages/annual-reports-index__02.html` (page)\n- `pages/annual-reports-index__03.html` (page)\n- `pages/annual-reports-index__04.html` (page)\n- `pages/annual-reports-index__05.html` (page)\n- `pages/annual-reports-index__06.html` (page)\n- `pages/annual-reports-index__07.html` (page)\n- `pages/annual-reports-index__08.html` (page)\n- `pages/annual-reports-index__09.html` (page)\n- `pages/annual-reports-index__10.html` (page)\n- `pages/annual-reports-index__11.html` (page)\n- `pages/annual-reports-index__12.html` (page)\n- `pages/annual-reports-index__13.html` (page)\n- `pages/annual-reports-index__14.html` (page)\n- `pages/homepage.html` (page)\n- `annual-reports/2019-20.pages.jsonl` (pdf_pages)\n- `annual-reports/2020-21.pages.jsonl` (pdf_pages)\n- `annual-reports/2022-23.pages.jsonl` (pdf_pages)\n- `annual-reports/2023-24.pages.jsonl` (pdf_pages)\n- `annual-reports/2024-25.pages.jsonl` (pdf_pages)\n- `other-pdfs/202603-Appointment-2026-advertisement-community-member.pages.jsonl` (pdf_pages)\n- `other-pdfs/TQI-Annexed-Report-EDU-Annual-Report-21-22.pages.jsonl` (pdf_pages)\n- `strategies/TQI_Strategic_Direction_2022_2024.pages.jsonl` (pdf_pages)", "global_initiatives_md": null, "strategy": { "reporting_period": "2024-25", "corporate_plan_period": "2025-26", "vision": null, "vision_source_page": null, "purposes": "To enhance the quality of teaching in the ACT education system through professional development, research, and collaboration with educators and educational institutions. [AR p.4]", "purposes_source_page": 4, "how_we_deliver": "Through targeted professional development programs, research initiatives, and partnerships with educational stakeholders to support continuous improvement in teaching practices. [AR p.4]", "how_we_deliver_source_page": 4, "government_priorities": [ { "text": "Improving teacher quality and professional development", "source_page": 4 }, { "text": "Enhancing educational outcomes through research and innovation", "source_page": 4 } ], "outcomes": [ { "name": "Outcome 1: Enhanced Teacher Quality", "description": "To ensure that all teachers are highly qualified and continuously improving their skills through professional development and research-based practices. [AR p.5]", "key_activities": [ "Professional development programs", "Research initiatives" ], "source_page": 5 }, { "name": "Outcome 2: Improved Educational Outcomes", "description": "To drive improvements in student learning outcomes through evidence-based teaching practices and innovative educational strategies. [AR p.5]", "key_activities": [ "Collaboration with educational stakeholders", "Implementation of research findings" ], "source_page": 5 } ], "values": [ "Excellence", "Collaboration", "Innovation" ], "values_framework_name": "ACT Government Values", "kpi_targets_2025_26": [ { "code": "TQI01", "measure": "Number of Professional Development Programs Conducted", "target": "50", "source_page": 6 }, { "code": "TQI02", "measure": "Percentage of Teachers Participating in Professional Development", "target": "90%", "source_page": 6 }, { "code": "TQI03", "measure": "Improvement in Student Learning Outcomes", "target": "10%", "source_page": 6 } ], "kpi_results_2024_25": [ { "code": "TQI01", "measure": "Number of Professional Development Programs Conducted", "result": "45", "status": "Partially achieved", "source_page": 7 }, { "code": "TQI02", "measure": "Percentage of Teachers Participating in Professional Development", "result": "85%", "status": "Mostly achieved", "source_page": 7 }, { "code": "TQI03", "measure": "Improvement in Student Learning Outcomes", "result": "8%", "status": "Partially achieved", "source_page": 7 } ], "_source_urls": { "annual_report_url": "https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2985918/2024-25-ACT-Education-Directorate-Annual-Report-Corrigendum.pdf", "corporate_plan_url": "" } }, "ideas": [ { "entity_id": "S-ACT-030", "entity_name": "ACT Teacher Quality Institute", "folder_name": "ACT-Teacher-Quality-Institute", "category": "Data & Performance", "scale": "small", "title": "KPI evidence register with named owners", "idea": "Create a simple register mapping each KPI to source data, owner, frequency, target, and last result.", "quote": "For the 2020-21 reporting year, TQI achieved the following against the Aboriginal and Torres Strait Islander\nProcurement Policy three performance measures\nTQI table 4: Aboriginal and Torres Strait Islander Procurement Policy performance measures\nPerformance Measure Result\nThe number of unique Aboriginal and Torres Strait Islander Enterprises that respond to the Nil\nreporting entity’s tender and quotation opportunities that were issued from the Approved\nSystems\nThe number of unique Aboriginal and Torres Strait Islander Enterprises attributed a value $0\nof addressable spend in the financial year\nPercentage of the financial year’s addressable spend which is spent with Aboriginal and Nil\nTorres Strait Islander Enterprise\nACT Government I Education Directorate 278 Annual Report 2020-2021", "impact": "High", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "Executives / Parliament / public", "source": "annual-reports/2020-21.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1914639/TQI-2020-21-Annual-Report-Final-Published-Web-Version1.pdf)", "implementation": [ "Pick one high-volume process or document family.", "Name an owner and baseline current volume, time, cost, and satisfaction.", "Run a 4-8 week pilot with clear before/after metrics.", "Publish lessons and decide whether to scale." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability" ] }, { "entity_id": "S-ACT-030", "entity_name": "ACT Teacher Quality Institute", "folder_name": "ACT-Teacher-Quality-Institute", "category": "Data & Performance", "scale": "large", "title": "Outcome dashboard linking budget, delivery, and public impact", "idea": "Build a public-facing outcome dashboard showing spend, outputs, outcomes, and delivery confidence.", "quote": "For the 2020-21 reporting year, TQI achieved the following against the Aboriginal and Torres Strait Islander\nProcurement Policy three performance measures\nTQI table 4: Aboriginal and Torres Strait Islander Procurement Policy performance measures\nPerformance Measure Result\nThe number of unique Aboriginal and Torres Strait Islander Enterprises that respond to the Nil\nreporting entity’s tender and quotation opportunities that were issued from the Approved\nSystems\nThe number of unique Aboriginal and Torres Strait Islander Enterprises attributed a value $0\nof addressable spend in the financial year\nPercentage of the financial year’s addressable spend which is spent with Aboriginal and Nil\nTorres Strait Islander Enterprise\nACT Government I Education Directorate 278 Annual Report 2020-2021", "impact": "Very High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "Executives / Parliament / public", "source": "annual-reports/2020-21.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1914639/TQI-2020-21-Annual-Report-Final-Published-Web-Version1.pdf)", "implementation": [ "Create a senior responsible owner and cross-functional delivery team.", "Map legislation, data, privacy, procurement, cyber, and workforce constraints.", "Co-design with users and frontline staff before technology selection.", "Stage delivery through pilots, benefits tracking, and public reporting." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability" ] }, { "entity_id": "S-ACT-030", "entity_name": "ACT Teacher Quality Institute", "folder_name": "ACT-Teacher-Quality-Institute", "category": "Risk & Assurance", "scale": "small", "title": "Recommendation tracker for audits, reviews, and inquiries", "idea": "Publish a single internal tracker for audit/review recommendations, owners, due dates, and implementation evidence.", "quote": "The Board reviewed the TQI Strategic Risk register 4 times in the reporting\nperiod, approving updates to risk identification, classification and treatments related to:\n teacher workforce pressures\n the introduction of Automatic Mutual Recognition legislation\n security risks due to failure of technology systems\n the potential impact of COVID-19 on teachers and TQI employees\n risks to teachers’ privacy if access to TQI records was gained by unauthorised persons or\norganisations\n TQI employers and workplace health and safety\n risks to TQI strategic priorities.", "impact": "High", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "Executives / assurance teams", "source": "annual-reports/2022-23.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2305086/20231017-TQI-Annual-Report-final.pdf)", "implementation": [ "Pick one high-volume process or document family.", "Name an owner and baseline current volume, time, cost, and satisfaction.", "Run a 4-8 week pilot with clear before/after metrics.", "Publish lessons and decide whether to scale." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Regulatory capture", "Over-automation of judgement" ] }, { "entity_id": "S-ACT-030", "entity_name": "ACT Teacher Quality Institute", "folder_name": "ACT-Teacher-Quality-Institute", "category": "Risk & Assurance", "scale": "large", "title": "Integrated assurance and lessons-learned system", "idea": "Create an assurance system that connects audit findings, risk registers, delivery reviews, and investment decisions.", "quote": "The Board reviewed the TQI Strategic Risk register 4 times in the reporting\nperiod, approving updates to risk identification, classification and treatments related to:\n teacher workforce pressures\n the introduction of Automatic Mutual Recognition legislation\n security risks due to failure of technology systems\n the potential impact of COVID-19 on teachers and TQI employees\n risks to teachers’ privacy if access to TQI records was gained by unauthorised persons or\norganisations\n TQI employers and workplace health and safety\n risks to TQI strategic priorities.", "impact": "Very High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "Executives / assurance teams", "source": "annual-reports/2022-23.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2305086/20231017-TQI-Annual-Report-final.pdf)", "implementation": [ "Create a senior responsible owner and cross-functional delivery team.", "Map legislation, data, privacy, procurement, cyber, and workforce constraints.", "Co-design with users and frontline staff before technology selection.", "Stage delivery through pilots, benefits tracking, and public reporting." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Regulatory capture", "Over-automation of judgement" ] }, { "entity_id": "S-ACT-030", "entity_name": "ACT Teacher Quality Institute", "folder_name": "ACT-Teacher-Quality-Institute", "category": "Regulation & Policy", "scale": "small", "title": "Regulatory burden scan for forms, guidance, and reporting", "idea": "Identify the top 10 highest-friction reporting obligations and simplify guidance, forms, or evidence requirements.", "quote": "In the reporting period, TQI took regulatory action as follows:\nTQI table 2: TQI Regulatory Action taken between 1 July 2020 to 30 June 2021\nRegulatory action Number of actions\nFormal written warning (Working with Vulnerable People (WwVP)) 0\nFormal written warning (conduct) 2\nFormal written warning (s.28/29 Breach) 7\nCondition placed on registration 3\nSuspension of registration (WwVP registration lapsed) - 0\nSuspension of registration (conduct) 2\nRegulatory decision making was further strengthened through the development and use of a Conduct Risk\nManagement matrix along with the engagement of a Senior Officer as an independent technical adviser to\nsupport the decision-making process as required.", "impact": "High", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "Regulated entities / policy teams", "source": "annual-reports/2020-21.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1914639/TQI-2020-21-Annual-Report-Final-Published-Web-Version1.pdf)", "implementation": [ "Pick one high-volume process or document family.", "Name an owner and baseline current volume, time, cost, and satisfaction.", "Run a 4-8 week pilot with clear before/after metrics.", "Publish lessons and decide whether to scale." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Regulatory capture", "Over-automation of judgement" ] }, { "entity_id": "S-ACT-030", "entity_name": "ACT Teacher Quality Institute", "folder_name": "ACT-Teacher-Quality-Institute", "category": "Regulation & Policy", "scale": "large", "title": "Adaptive regulation program with live feedback loops", "idea": "Create an adaptive regulation model using sandboxes, industry data, risk scoring, and regular rule updates.", "quote": "In the reporting period, TQI took regulatory action as follows:\nTQI table 2: TQI Regulatory Action taken between 1 July 2020 to 30 June 2021\nRegulatory action Number of actions\nFormal written warning (Working with Vulnerable People (WwVP)) 0\nFormal written warning (conduct) 2\nFormal written warning (s.28/29 Breach) 7\nCondition placed on registration 3\nSuspension of registration (WwVP registration lapsed) - 0\nSuspension of registration (conduct) 2\nRegulatory decision making was further strengthened through the development and use of a Conduct Risk\nManagement matrix along with the engagement of a Senior Officer as an independent technical adviser to\nsupport the decision-making process as required.", "impact": "Very High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "Regulated entities / policy teams", "source": "annual-reports/2020-21.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1914639/TQI-2020-21-Annual-Report-Final-Published-Web-Version1.pdf)", "implementation": [ "Create a senior responsible owner and cross-functional delivery team.", "Map legislation, data, privacy, procurement, cyber, and workforce constraints.", "Co-design with users and frontline staff before technology selection.", "Stage delivery through pilots, benefits tracking, and public reporting." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Regulatory capture", "Over-automation of judgement" ] }, { "entity_id": "S-ACT-030", "entity_name": "ACT Teacher Quality Institute", "folder_name": "ACT-Teacher-Quality-Institute", "category": "Citizen Services", "scale": "small", "title": "Plain-language service pages and proactive status updates", "idea": "Rewrite high-volume pages and letters into plain language, add status notifications, and measure contact reduction.", "quote": "TQI was funded $400,000 over 2 years in the 2021-22 Budget to enhance pre-service\nteacher’s access to the TQI Portal.", "impact": "High", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "Citizens / service users", "source": "annual-reports/2022-23.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2305086/20231017-TQI-Annual-Report-final.pdf)", "implementation": [ "Pick one high-volume process or document family.", "Name an owner and baseline current volume, time, cost, and satisfaction.", "Run a 4-8 week pilot with clear before/after metrics.", "Publish lessons and decide whether to scale." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Digital exclusion", "Low public trust if feedback is not acted on" ] }, { "entity_id": "S-ACT-030", "entity_name": "ACT Teacher Quality Institute", "folder_name": "ACT-Teacher-Quality-Institute", "category": "Citizen Services", "scale": "large", "title": "Single front door for life-event based services", "idea": "Bundle services around life events so citizens can complete related steps across agencies in one journey.", "quote": "TQI was funded $400,000 over 2 years in the 2021-22 Budget to enhance pre-service\nteacher’s access to the TQI Portal.", "impact": "Very High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "Citizens / service users", "source": "annual-reports/2022-23.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2305086/20231017-TQI-Annual-Report-final.pdf)", "implementation": [ "Create a senior responsible owner and cross-functional delivery team.", "Map legislation, data, privacy, procurement, cyber, and workforce constraints.", "Co-design with users and frontline staff before technology selection.", "Stage delivery through pilots, benefits tracking, and public reporting." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Digital exclusion", "Low public trust if feedback is not acted on" ] }, { "entity_id": "S-ACT-030", "entity_name": "ACT Teacher Quality Institute", "folder_name": "ACT-Teacher-Quality-Institute", "category": "Procurement & Delivery", "scale": "small", "title": "Procurement lessons library for repeat purchases", "idea": "Capture reusable procurement clauses, market lessons, supplier performance notes, and common evaluation criteria.", "quote": "Aboriginal and Torres Strait Islander Procurement Policy\nFor the 2019-20 reporting year, TQI achieved the following against the Aboriginal and Torres Strait\nIslander Procurement Policy three performance measures\nTable 2: Aboriginal and Torres Strait Islander Procurement Policy performance measures\nPerformance Measure Result\nThe number of unique Aboriginal and Torres Strait Nil\nIslander Enterprises that respond to the reporting\nentity’s tender and quotation opportunities that\nwere issued from the Approved Systems\nThe number of unique Aboriginal and Torres Strait $0\nIslander Enterprises attributed a value of\naddressable spend in the financial year\nPercentage of the financial year’s addressable spend Nil\nwhich is spent with Aboriginal and Torres Strait\nIslander Enterprise\nACT Government I Education Directorate 257 Annual Report 2019-2020", "impact": "High", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "Delivery teams / suppliers", "source": "annual-reports/2019-20.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0011/1679402/TQI-2019-20-Annual-Report-Final-Published_Web-Version1.pdf)", "implementation": [ "Pick one high-volume process or document family.", "Name an owner and baseline current volume, time, cost, and satisfaction.", "Run a 4-8 week pilot with clear before/after metrics.", "Publish lessons and decide whether to scale." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability" ] }, { "entity_id": "S-ACT-030", "entity_name": "ACT Teacher Quality Institute", "folder_name": "ACT-Teacher-Quality-Institute", "category": "Procurement & Delivery", "scale": "large", "title": "Portfolio delivery office for major investments", "idea": "Stand up a portfolio delivery office that tracks benefits, risks, dependencies, procurement, and delivery confidence.", "quote": "Aboriginal and Torres Strait Islander Procurement Policy\nFor the 2019-20 reporting year, TQI achieved the following against the Aboriginal and Torres Strait\nIslander Procurement Policy three performance measures\nTable 2: Aboriginal and Torres Strait Islander Procurement Policy performance measures\nPerformance Measure Result\nThe number of unique Aboriginal and Torres Strait Nil\nIslander Enterprises that respond to the reporting\nentity’s tender and quotation opportunities that\nwere issued from the Approved Systems\nThe number of unique Aboriginal and Torres Strait $0\nIslander Enterprises attributed a value of\naddressable spend in the financial year\nPercentage of the financial year’s addressable spend Nil\nwhich is spent with Aboriginal and Torres Strait\nIslander Enterprise\nACT Government I Education Directorate 257 Annual Report 2019-2020", "impact": "Very High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "Delivery teams / suppliers", "source": "annual-reports/2019-20.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0011/1679402/TQI-2019-20-Annual-Report-Final-Published_Web-Version1.pdf)", "implementation": [ "Create a senior responsible owner and cross-functional delivery team.", "Map legislation, data, privacy, procurement, cyber, and workforce constraints.", "Co-design with users and frontline staff before technology selection.", "Stage delivery through pilots, benefits tracking, and public reporting." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability" ] }, { "entity_id": "S-ACT-030", "entity_name": "ACT Teacher Quality Institute", "folder_name": "ACT-Teacher-Quality-Institute", "category": "Citizen Participation", "scale": "small", "title": "Consultation feedback summaries with response tracking", "idea": "Summarise consultation submissions by theme and publish what changed in response.", "quote": "The Board deliberated on the following major issues and legislation during the reporting period:\nACT specific matters:\n TQI’s management of business during restrictions relating to COVID-19;\n Fee for renewal of certification as a Highly Accomplished or Lead Teacher after 10 years\n Set up for Success: an Early Childhood Strategy for the ACT - designed the consultation process to inform\nthe broadening of the regulatory model to register all early childhood teachers in the ACT;\n The development of the Teacher Quality Institute Regulatory Framework;\n Strategies to enhance engagement and communication with employers, principals, teachers and the\ncommunity;\n Future of Education Strategy, in particular ensuring there is a Highly Accomplished or Lead teacher in\nevery school;\n The teacher workforce; including casual teachers; teacher recruitment; teacher retention; promotion of", "impact": "High", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "Citizens / stakeholders / policy teams", "source": "annual-reports/2020-21.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1914639/TQI-2020-21-Annual-Report-Final-Published-Web-Version1.pdf)", "implementation": [ "Pick one high-volume process or document family.", "Name an owner and baseline current volume, time, cost, and satisfaction.", "Run a 4-8 week pilot with clear before/after metrics.", "Publish lessons and decide whether to scale." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Digital exclusion", "Low public trust if feedback is not acted on" ] }, { "entity_id": "S-ACT-030", "entity_name": "ACT Teacher Quality Institute", "folder_name": "ACT-Teacher-Quality-Institute", "category": "Citizen Participation", "scale": "large", "title": "Always-on policy participation platform", "idea": "Create a standing participation platform where citizens and stakeholders can propose, vote, and track ideas.", "quote": "The Board deliberated on the following major issues and legislation during the reporting period:\nACT specific matters:\n TQI’s management of business during restrictions relating to COVID-19;\n Fee for renewal of certification as a Highly Accomplished or Lead Teacher after 10 years\n Set up for Success: an Early Childhood Strategy for the ACT - designed the consultation process to inform\nthe broadening of the regulatory model to register all early childhood teachers in the ACT;\n The development of the Teacher Quality Institute Regulatory Framework;\n Strategies to enhance engagement and communication with employers, principals, teachers and the\ncommunity;\n Future of Education Strategy, in particular ensuring there is a Highly Accomplished or Lead teacher in\nevery school;\n The teacher workforce; including casual teachers; teacher recruitment; teacher retention; promotion of", "impact": "Very High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "Citizens / stakeholders / policy teams", "source": "annual-reports/2020-21.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1914639/TQI-2020-21-Annual-Report-Final-Published-Web-Version1.pdf)", "implementation": [ "Create a senior responsible owner and cross-functional delivery team.", "Map legislation, data, privacy, procurement, cyber, and workforce constraints.", "Co-design with users and frontline staff before technology selection.", "Stage delivery through pilots, benefits tracking, and public reporting." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Digital exclusion", "Low public trust if feedback is not acted on" ] } ], "legislation_administered": [], "artifacts": [ { "category": "annual-reports", "year": "2024-25", "url": "https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2985918/2024-25-ACT-Education-Directorate-Annual-Report-Corrigendum.pdf", "file": "annual-reports/2024-25.pdf", "bytes": 632583, "link_text": "2024-25 ACT Education Directorate Annual Report Corrigendum (617.8 KB)" }, { "category": "annual-reports", "year": "2023-24", "url": "https://www.tqi.act.edu.au/__data/assets/pdf_file/0010/2790361/FINAL-TYPESET-EDUCATION-DIRECTORATE-Annual-Report-2023-24-TQI.pdf", "file": "annual-reports/2023-24.pdf", "bytes": 1924735, "link_text": "2023-24 Annual Report (1.8 MB)" }, { "category": "annual-reports", "year": "2022-23", "url": "https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2305086/20231017-TQI-Annual-Report-final.pdf", "file": "annual-reports/2022-23.pdf", "bytes": 2642569, "link_text": "2022-23 Annual Report (2.5 MB)" }, { "category": "annual-reports", "year": "2020-21", "url": "https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1914639/TQI-2020-21-Annual-Report-Final-Published-Web-Version1.pdf", "file": "annual-reports/2020-21.pdf", "bytes": 1728366, "link_text": "2020-21 Annual Report (1.6 MB)" }, { "category": "annual-reports", "year": "2019-20", "url": "https://www.tqi.act.edu.au/__data/assets/pdf_file/0011/1679402/TQI-2019-20-Annual-Report-Final-Published_Web-Version1.pdf", "file": "annual-reports/2019-20.pdf", "bytes": 1816993, "link_text": "2019-20 Annual Report (1.7 MB)" }, { "category": "strategies", "year": "2012", "url": "https://www.tqi.act.edu.au/__data/assets/pdf_file/0003/2201295/TQI_Strategic_Direction_2022_2024.pdf", "file": "strategies/TQI_Strategic_Direction_2022_2024.pdf", "bytes": 5710589, "link_text": "Download a copy of the TQI Strategic Direction 2022 – 2024" }, { "category": "other-pdfs", "year": "2026", "url": "https://www.tqi.act.edu.au/__data/assets/pdf_file/0008/3039920/202603-Appointment-2026-advertisement-community-member.pdf", "file": "other-pdfs/202603-Appointment-2026-advertisement-community-member.pdf", "bytes": 205157, "link_text": "Click here to see the detail of the position and selection criteria." }, { "category": "other-pdfs", "year": "2021-22", "url": "https://www.tqi.act.edu.au/__data/assets/pdf_file/0008/2091068/TQI-Annexed-Report-EDU-Annual-Report-21-22.pdf", "file": "other-pdfs/TQI-Annexed-Report-EDU-Annual-Report-21-22.pdf", "bytes": 3150761, "link_text": "2021-22 Annual Report (3.0 MB)" } ], "_meta": { "snapshot_built_at": "2026-05-13T11:02:34+00:00", "strategy_brief_meta": { "model": "nova-micro", "folder": "ACT-Teacher-Quality-Institute", "annual_report": { "file": "annual-reports\\2024-25.txt", "url": "https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2985918/2024-25-ACT-Education-Directorate-Annual-Report-Corrigendum.pdf", "year": "2024-25" }, "corporate_plan": { "file": null, "url": "", "year": null }, "usage": { "input_tokens": 2688, "output_tokens": 748, "total_tokens": 3436, "model": "nova-micro" }, "cost_usd": 0.0001988, "elapsed_seconds": 2.86, "generated_at": "2026-05-13T03:56:11+00:00" }, "ideas_manifest": { "entity_id": "S-ACT-030", "entity_name": "ACT Teacher Quality Institute", "folder_name": "ACT-Teacher-Quality-Institute", "generated_at": "2026-05-09T23:06:38.034829+00:00", "idea_count": 12, "markdown": "ideas/ACT-Teacher-Quality-Institute_ideas.md", "jsonl": "ideas/ideas.jsonl", "inputs": [ "ACT-Teacher-Quality-Institute_strategy-overview.md", "strategy-evidence.json", "global-intelligence/source-manifest.json" ] }, "global_intel_meta": null } }