Modifications to ACECQA’s supervised professional experience requirements for 2020

Information about supervised professional experience requirements during COVID-19.

Acecqa – The Australian Children's Education & Care Quality Authority

The impact of the COVID-19 pandemic has been significant for our sector, with early childhood service providers doing their utmost to support children, families and staff under challenging and changeable operating conditions.

Despite their best efforts, many service providers have indicated that they are unable to support student placements at this time, with higher education institutes and students also indicating that they are unable to facilitate and undertake scheduled placements. This has had, and will continue to have, a significant impact on final year pre-service early childhood teachers (ECTs).

In recognition of these extraordinary circumstances and to minimise the impact on workforce supply, the ACECQA Board has agreed to modify the supervised professional experience requirements for final year students in the current calendar year as follows:

Supervised professional experience requirements (for final year students in 2020)

  • Undergraduate ECT programs must include at least 30 days of supervised professional experience in early childhood settings, including a minimum of 10 days with children aged birth to under 3 years old (0 – 35 months).

  • Postgraduate ECT programs must include at least 20 days of supervised professional experience in early childhood settings, including a minimum of 10 days with children aged birth to under 3 years old (0 – 35 months).

This decision is similar to modifications being implemented by a number of state and territory teacher regulatory authorities.

Please note that pre-service ECTs must still fulfil all required course outcomes, including any state and territory teacher regulatory authority and skilled migration requirements relating to supervised professional experience days.

Please also note that we expect higher education institutes to facilitate placements for pre-service ECTs where and when possible and appropriate. The impact of the global pandemic in Australia, as well as the associated restrictions resulting from it, has varied over time and across the country, and this may well continue to be the case.

In lieu of traditional placements, we also expect higher education institutes to conduct other meaningful forms of technology and scenario based assessment, such as tele-presence, simulations and work-integrated placements.

Supervised professional experience remains a vital component of initial teacher education, allowing pre-service teachers to develop and demonstrate their skills in a real life education and care environment. In its deliberations, the ACECQA Board focused on achieving a balance between a practical and pragmatic response to a public health emergency without unduly compromising quality standards.