Applying

The application process for the Teaching Future Pathways occurs in two phases.

Phase One: Online Application

You will first check your suitability against a set of eligibility criteria.

Eligibility Criteria

• Applicants must be an Australian citizen or permanent resident at the time of application
• Education:
  • Either: I am eligible to enrolIf you are unsure of the eligibility criteria to enrol in a Master of Teaching, please refer to the Universities' websites:
    • University of South Australia - MTeach (Primary)
    • University of South Australia - MTeach (Secondary)
    • University of Adelaide - MTeach (Secondary)
    • Flinders University - MTeach (Primary)
    • Flinders University - MTeach (Secondary)
    • Tabor College - MTeach (Primary)
    • Tabor College - MTeach (Secondary)
    or have been accepted into a Master of Teaching program (Primary or Secondary) beginning in 2025 at either the University of South Australia, University of Adelaide, Flinders University or Tabor College on a full-time basis.
  • OR: You are studying a Bachelor of Education / Bachelor of Teaching (Primary or Secondary) at either the University of South Australia, University of Adelaide, Flinders University or Tabor College and you have completed at least 50% of the degree and will be studying on a full-time basis in 2025.
• You are willing to accept employment in a support role (e.g., a School Services Officer) in a South Australian 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)
• You acknowledge that your placements for your Initial Teacher Education program will be undertaken in the same or similar school as the support role .
• You are willing to accept a Special Authority to TeachThe granting of a Special Authority to Teach (SAT) is assessed individually by the Teachers Registration Board. The Teaching Futures Pathway makes no guarantees regarding the approval of this form of registration. (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).
• You are able to ensure that you are able to attend a stipulated school site during the agreed hours of work.
• You hold, or are eligible to hold, a valid Department of Human Services (DHS) Working With Children Check (WWCC).
• You have completed, or are able to complete before commencing employment, appropriate Responding to Risks of Harm, Abuse and Neglect - Education and Care (RRHAN-EC) training.
• You hold, or will apply for, an approved authority to work from the Department for Education (DfE) prior to commencing employment.

Application Process

If you believe that you meet these criteria, then you will be asked to provide the following information during the application process to demonstrate how you meet the program's Key Competencies:

• A (maximum 2 page) CV in PDF format.
• Written responses (max 1000 characters each) to the following three prompts:
  • Explain your motivations for becoming a teacher and joining the Teaching Futures Pathway
  • Outline your relevant experience for the role.
  • Demonstrate how you meet the program's Key Competencies
• A (maximum 5 minute, 1GB) video detailing:
  • Why you are motivated to reduce educational disadvantage.
  • Two or three personal attributes that you would bring to the role of School Support Officer (SSO) and/or classroom teacher and how these would be manifested in the learning environment.
• Details of two referees (we will contact these referees during Phase 2 of the application).

The elements of your application will be assessed by a selection panel and scored against a common scale. Additional points will be available to applicants who meet any of the following descriptors as a mechanism for broadening teacher workforce diversity.

Additional Elements

• Are you a First Nations studentA first nations person has recognised membership of a group living in Australia prior to colonisation?
• Do you have an identified disabilityAn identified disability is a limitation, restriction or impairment which has lasted, or is likely to last, for at least six months and restricts everyday activities (see https://www.apsc.gov.au/working-aps/diversity-and-inclusion/disability/definition-disability for more details)?
• Are you a First in Family student?First in family students come from families where their parents did not receive a university level education
• Do you live in the area of focus for the program?
• Have you had post-university professional experience in a role connected to your initial degree and/or you area of teaching specialisation?
• Have you worked with children in a volunteer of paid work capacity?
• Are you currently employed as an SSO or similar at a school site?

Phase Two: Interview

Applicants shortlisted by the selection panel will undertake a 30 to 45-minute in person interview with a small selection panel at the University of South Australia's Mawson Lakes campus. The panel will consider the content of the online application and the applicant's demonstrated commitment to inclusivity, adaptability and collaboration in making their final decision. Referees will also be contacted at this stage to support the panel in the decision-making process.

Successful Applications

If successful, you will need to provide the Teaching Futures Pathway team with the necessary documentary evidence to support your eligibility declarations and confirm your learning area(s). You will then receive a conditional offer to join the program. Once the you accept, sign and return the offer to the Pathway Director, you will officially be an Associate Member of the Program and you will be referred to the Department for Education (DfE) to be allocated to a partnering school site and offered a letter of employment and employment contract as an SSO with the DfE.