Supply Teaching Information
Supply Teaching: Information and Resources
Graduate teachers who cannot secure full time teaching employment after university may elect to start their career as a supply teacher working in both the government and non-government education sector. For some graduates, supply teaching can be the first step towards establishing professional contacts and moving closer to securing a full time teaching position.
IEUA-QNT and the Queensland Teachers’ Union have an arrangement in place where you can become a member of either union as a supply teacher and receive coverage and representation for both government and non-government education sectors for less than $3.50 per week on our lowest membership schedule. For more information or to join IEUA-QNT, please email email@example.com or phone Freecall 1800 177 938.
Like any other education professional, graduates should ensure they have professional representation and protection should a problem arise in their first year of teaching.
Stories from a Supply Teacher:
Read Carmel Kuhr's online blog and find out first-hand the benefits of supply teaching.
If you want to get in touch with Carmel, click here to send her an email.
FREQUENTLY ASKED QUESTIONS: CPD – Supply and Contract Teachers
As a supply teacher, do I have to do CPD?
Supply teachers who meet the Recency of Practice requirement, defined as having taught in a school for the equivalent of one year (200 days) within the five year period of registration, will need to undertake CPD in accordance with the CPD Framework.
How much CPD do I need to do each year?
The CPD Framework contains a pro-rata schedule to indicate the minimum CPD requirement for teachers employed less than full time. Supply teachers will need to monitor progressively the number of days they teach to assist in determining the required CPD. Contract teachers will usually be required to participate in a range of site-based professional development while working in a school and should monitor that they meet the required minimum for the year, according to the time that they are working in schools.
Do I have to achieve a balance across the three CPD areas – employer directed and supported; school supported and individually identified?
Yes, but the QCT recognises that teachers engage in a wide range of activities to contribute to their ongoing learning and growth and, depending on the context, the balance will be different for different teachers. Within their CPD plan, supply teachers may wish to have a stronger emphasis on individually identified professional development. Contract teachers working for an extended period in a school may find that they participate in a greater range of school based or employer directed professional development.
How can I access employer directed and supported or school supported CPD?
The CPD Framework emphasises the importance of quality professional development opportunities that occur at the school site. Supply teachers will need to take a proactive approach and develop close relationships with a school or schools in which they work on a regular basis. As a minimum, teachers should know who coordinates professional development within the school and how to access information about the opportunities that may be available and appropriate to them. Contract teachers usually will participate in the range of school-based activities while employed within the school. Records of participation should be verified at the time.
How should I record and report on my CPD activities?
A record of the CPD that you have undertaken can be in a form that best suits your individual needs. An optional online recording tool will be available on the QCT website. Supply and contract teachers who are not part of a QCT/employer agreement will report to the QCT on an individual basis. You should keep your records and evidence for 12 months following renewal of registration and make this available to the QCT only if your records are requested.