Accelerate your Pathway
The Teaching Futures Pathway offers participants the opportunity to undertake a Master of Teaching (Primary or Secondary) degree or complete their Bachelor of Education / Bachelor of Teaching (Primary or Secondary) alongside practical, workplace-based learning experiences.
With robust support systems in place, including financial assistance, a micro-credentialled certificate, mentorship and a collaborative community, the Teaching Futures Pathway aims to develop the next generation of exceptional teachers to lead and innovate in their classrooms.
Spaces are limited, so register your interest today.
Teaching Futures Pathway Trajectory
This is an example trajectory. Placements will be undertaken as determined by the participants initial teacher education degree
Your Journey
The Teaching Futures Pathway is a partnership between universities and schools designed to widen the diversity of the teaching workforce and help incredible people become incredible teachers.
When you join us as a Professional Associate, we will support you to complete a Master of Teaching (Primary or Secondary) degree at a South Australian initial teacher education (ITE) provider*, while working in a paid role at a partnering school over 2.5 years.
To help you become the best teacher you can be, you will also receive a micro-credential in Pragmatic Adaptive Modelling, which gives you the real-world skills and experience you need to become an excellent educator.
Throughout the Pathway, you will work directly with experienced educators at your school site, and researchers from the University of South Australia. Together, you will design and test innovative teaching methods, develop educational resources, and explore ways to build a positive school environment.
The Teaching Futures Pathway is collaborative and promotes face-to-face engagement, with participants grouped in geographically clustered school sites.
Through the Pathway, professional associates progress from a 0.3FTE School Services Officer (SSO) role in Year 1, to a Special Authority Teacher (working in an average 0.5FTE capacity) in the first half of Year 2, and finally to a Provisionally Registered Teacher working nearly full-time (0.9FTE but paid at a 1.0FTE) in the final year. At the end of the program, participants qualify as proficient, fully registered teachers.
*Limited to the University of South Australia and University of Adelaide for the 2025 intake.
Eligibility Requirements
Before you apply, check below to see if you meet the elegibility requirements.
For further information on requirements such as LANTITE, Working With Children Check, Employable Ancillary Register and Responding to Harm, Abuse and Neglect – Education and Care, click here.
Australian Citizen or Permanent Resident
Applicants must be an Australian Citizen or permanent resident
Working With Children Check
You hold, or are eligible to hold, a valid Department of Human Services (DHS) Working With Children Check (WWCC)
Responding to Risks of Harm, Abuse and Neglect
Completed, or are able to complete Responding to Risks of Harm, Abuse and Neglect – Education and Care (RRHAN-EC) Masterclass training
Available Transport
You are able to ensure that you are able to attend the stipulated school site during the agreed hours of work
SA Northern Suburb Schools
You acknowledge that your placements for your Initial Teacher Education program will be undertaken in a South Australian Northern suburb school
Authority to Work
You hold, or will apply for, an approved authority to work from the Department for Education (DfE) prior to commencing employment
Willing to Accept Employment
You are willing to accept employment as a School Services Officer in a South Australian Northern suburb school (likely in the Salisbury or Playford Council Areas) at 0.3FTE per school week in Terms 1 to 4 of the 2025 school year. (Year 1 of the TFP program)
Willing to Obtain Special Authority to Teach
You are willing to accept a Special Authority to Teach* (0.5 FTE) in the first half of 2026 (Year 2 of the TFP program) and transition to a provisionally registered teacher for the second half of Year 2 and the first half of Year 3 (1.0 FTE with a reduced workload of 0.9FTE). *The granting of a Special Authority to Teach (SAT) is subject to approval by the South Australian Teachers Registration Board
And you are either:
A Graduate with a Completed Degree, Eligible to Pursue a Master of Education
Eligible to enrol or have been accepted into a Master of Teaching Primary or Secondary) beginning in 2025 at either the University of South Australia or University of Adelaide on a full-time basis. If you are unsure of the eligibility criteria to enrol in a Masters of Teaching, please refer to UniSA’s Master of Teaching (Primary) or Master of Teaching (Secondary), or University of Adelaide’s Masters of Teaching (Secondary)
Or
A Current Student Undertaking an Undergraduate Teaching Degree
Are studying a Bachelor of Education / Bachelor of Teaching (Primary or Secondary) at either the University of South Australia or University of Adelaide and you have completed at least 50% of the degree and will be studying on a full-time basis in 2025
FAQ’s
Successful applicants will become Professional Associates of the Education Futures Academy.
This Pathway is open to individuals who are:
- Eligible to enrol or have been accepted into a Master of Teaching (Primary or Secondary) in 2025 on a full-time basis
OR - Current students entering their third year (more than 50% time remaining of their degree) of a Bachelor of Education or Bachelor of Teaching in 2025
AND - Studying initial teacher education at either the University of South Australia or University of Adelaide
- Enrolled in their degree in a full-time capacity to complete the Teaching Futures Pathway in the 2.5-year timeframe.
Spaces for the Teaching Futures pathway are limited, so you are encouraged to apply if you:
- Are transferring into teaching from another career
- Have strong personal connection with low SES, rural and/or regional communities
- Identify as First Nations
If this sounds like you, we invite you to join us as Professional Associates of the EFA and participate in the Teaching Futures Pathway.
Professional Associates will receive a $16,000 tax-free stipend in the first year, valuable on-the-job experience and access to a strong network of mentors and educational researchers. They will also benefit from a tailored program that bridges the gap between their studies and practical teaching.
As part of your initial teacher training, you will be required to undertake a role as a 0.3FTE School Services Officer – in the area of Curriculum Support – at one of our partnering schools. In addition, you will receive a stipend of $16,000 to alleviate the financial burden and need for other work.
The pay rates for each position are*:
School Services Officers (SSOs)
- Pay rates: To be determined
- Workload: 0.3FTE**
- Tier: To be determined
Special Authority Teachers (SATs)
- Pay rate: $1709.35 per fortnight
- Workload 0.5 FTE
- Tier: Special Authority
Provisionally Registered Teachers
- Pay rate: $3921.20 per fortnight
- Workload: 0.9 FTE teaching load
- Tier: 1
These rates are determined according to the standard School Teacher Pay scales set by the Government of South Australia.
*These rates are correct at the time of publication (October 2024) but may be subject to change
**Full time equivalent. May be subject to change.
The program begins with Professional Associates working as School Services Officers (0.3 FTE) while completing their degree. They will progress to roles as Special Authority Teachers* (0.5 FTE) and then as Provisionally Registered Teachers (working 0.9 FTE whilst being paid at a 1.0FTE) before achieving full registration at the end of the 2.5 years.
*The granting of a Special Authority to Teach (SAT) is subject to approval by the South Australian Teachers Registration Board
You will receive comprehensive support, including financial, administrative, personal, and professional assistance. You will also engage in cycles of design-based workplace learning to enhance your teaching skills and wellbeing.
The supports may be in the form of:
- A stipend to alleviate financial burden
- Network building
- Mentoring from experienced educators and researchers
You are expected to dedicate time to completing your initial teacher training program, attend Pragmatic Adaptive Modelling workshops, engage in reflective practices, collaborate with school staff, undertake your employment duties in your host school and contribute to a positive learning environment throughout the program.
By fully engaging in the program, you will enhance your teaching skills, build professional networks and develop greater autonomy.
While the program requires dedication, associates are encouraged to manage their time effectively and communicate any challenges to ensure a successful experience.
The Pragmatic Adaptive Modelling (PAM) certificate is a self-paced program that trains you to become a future leader through hands-on learning at your school site.
You aren’t a passive learner in PAM, you will be an active agent of change from the beginning of your Pathway.
During the Pathway, you will work alongside a Highly Accomplished or Lead Teacher in a supportive, structured environment to develop, implement and evaluate evidence-based approaches to teaching and learning, where you will have a hand in the future of education.
You will develop advanced, pragmatic and adaptive skills in:
- maintaining the well-being of your colleagues, your students, and you
- culturally informed and responsive pedagogies,
- integrating digital technologies into learning, and
- designing positive and effective classroom environments
Yes. As a micro-credential, Pragmatic Adaptive Modelling provides credit transfers towards the Master of Education
As an associate, you will work closely with certified Highly Accomplished and Lead Teachers (HALTs) in your local school cluster, receiving guidance and support in implementing evidence-based teaching strategies and developing effective classroom environments.
The Pathway integrates intensive face-to-face engagement and collaborative learning within a supportive school environment, allowing participants to apply theoretical knowledge in practical settings.