The optimal time to start arranging your placement is early in your course, ideally after completing the first or second assessment. This enables students to establish a clear timeline for completing the remaining theory components.

Absolutely, ITAC has a dedicated team to aid in finding placement opportunities. However, given the high volume of students requiring placements, our options may not perfectly align with your preferences. For example, you may prefer a placement in Year 1 or 2 but the only available options are in upper primary or high school, or you may have to travel to a school in a neighbouring area. The reason for this is because ITAC place a large number of students and also compete with TAFE and universities for a very limited number of positions.

The work-around to this is reaching out to family, friends, acquaintances, and anyone you know who works or volunteers in a school. You may know a neighbour, a friend of a friend, or perhaps a community member from a club or association, who works as a teacher. Having a pre-existing relationship means schools are much more likely to give you a post in highly competitive areas like junior primary, and this can lead to job opportunities as well.

Yes you can, although you can’t volunteer in a class where you child attends.

Most students opt for 2-3 days per week, which is the general preference of schools. This schedule spreads the placement over a longer period (without being too long or short), resulting in a more effective learning experience. Placements can be completed in blocks or by attending one day per week to suit different needs and circumstances.

Half days are generally not permitted and schools rarely approve half day placements. It's rare for schools to hire staff to work part-days, so the standard expectation is that placements will be full days as well. There are other reasons as well, such as exposing students to the varied challenges that occur at different times of the school day.

Ideally, yes. This ensures you have a solid understanding of the key principles, processes, concepts and techniques that need to be practiced (and assessed) in a real school setting. Exceptions may be granted where a justifiable reason exists, but still requires most theory to have been completed successfully.

Any school listed on the ACARA (Australian Curriculum, Assessment and Reporting Authority) register of schools is acceptable for placement (subject to approval by ITAC). This includes standard public schools, independent and private schools, faith-based schools as well as alternative schools.

Unfortunately, some providers do not visit students on placement. This service is critical for a number of reasons:

• Feedback for Improvement: These observations offer actionable feedback, which can lead to skill refinement and better career outcomes.
• Employer Expectations: Schools regard visits from training providers as a hallmark of a quality educational program, which could enhance your employability. Many providers are blacklisted, meaning their graduates are not considered for employment.
• Regulatory Compliance: Legally, training providers are required to conduct these visits. Failure to do so puts your qualifications at risk of being recalled and cancelled by the government, as has occurred in other industries.

Ensure that you chose a provider who sends a lecturer to visit you on placement for the reasons above.