Teacher entry

Selection guidelines for initial teacher education courses 


From 2018 entry onwards, all applicants for initial teacher education courses (pre-service teachers) must satisfy both academic and non-academic entry criteria

Academic capability may be measured by:

  • senior secondary (Year 12) results
  • successful prior study at university or VET level that demonstrates relevant academic ability
  • successful completion of appropriate prior professional qualifications
  • approved admissions tests.

Contact the relevant institution for information on what academic qualifications are accepted for entry to initial teacher education courses.

Applicants' non-academic capabilities will be assessed based on the submission of a 1000-word personal statement. 

In their personal statement, applicants address two categories in which they describe their work and life experiences that demonstrate the AITSL competencies and their understanding of and motivations about the course they are applying for. Prompt questions are provided to help frame the response for each category:

Category 1: Interest in teaching and children/young people

Write approximately 500 words/one page about your motivation and suitability for teaching.

You may consider the following prompts to frame your response:

  • Who or what has inspired you to become a teacher? 
  • Why is teaching a good career choice?
  • Why are you interested in teaching children/young people?
  • What subjects are you interested in teaching and why?
  • What does being a good teacher mean?
  • What skills and abilities do you have that will make you a good teacher?

Category 2: Involvement in personal learning and leadership activities

Write approximately 500 words/one page about your involvement in learning and/or leadership activities that demonstrate capabilities such as:

  • Willingness to learn
  • Conscientiousness
  • Resilience
  • Interpersonal and communication skills
  • Organisation and planning skills

You could demonstrate by describing examples from your:

  • School experience
    • Co-curricular participation (e.g. arts, sports, debating, social justice) 
    • Projects (e.g. curriculum projects, science fairs)
    • Leadership experiences (e.g. student leadership  positions, arts, sports)
    • Support of other learners (e.g. peer mentoring, coaching, buddy programs)
  • Work experience
    • Employment history and roles  
    • Employment involving children or young people
    • Work-based training undertaken
    • Work-based training provided 
  • Volunteer and community experience
    • Volunteer or community experience (e.g. community groups, parish/church groups, cadets, lifesaving, fundraising, clubs) 
    • Community learning and training experiences (e.g. guides, scouts, Duke of Edinburgh, St Johns)
  • Personal talents, interests and abilities
  • Elite performance (e.g. athletic, creative arts, other areas)
  • Disadvantage that you have overcome 
    • Social, cultural or economic
    • Geographical – remote and rural
    • Personal and health 

You may consider the following prompts to frame your response:

  • What learning activities have I been engaged in? 
  • What leadership activities have I undertaken?
  • What activities of personal interest am I involved in?  How long have I participated? How am I involved?
  • What tasks or events have I planned and/or organised?
  • How have I shown that I can work with others?
  • What do I do to overcome obstacles, challenges or problems?


The application process

The statement can be submitted with the QTAC application following QTAC’s standard documentation submission processes.  Standard QTAC application fees and documentation due dates apply.

If applying to more than one initial teacher education course through QTAC, only one personal statement needs to be submitted.

An applicant must satisfy standard eligibility requirements (e.g. language proficiency, subject prerequisites, OP/rank cut-off) as well as write a personal statement that satisfactorily demonstrates the required capabilities in order to receive an offer to an initial teacher education course.

Deferred students 

Students who have already been offered and accepted a place in ITE programs and have deferred their study will not need to submit documentation to address the requirements of the non-academic selection tool.  


Page last updated: 22 Aug 2017