OBJECTS OF LETASA
 To promote and provide support for legal education in schools in South
Australia
 To publish and disseminate legal education resources
 To link with the broader legal community
for teachers and students
ABN 14 852 335 677
MINUTES OF THE MEETING
AEU 163 Greenhill Road, Parkside 5063
THURSDAY 14 February 2013 4.45 to 6.30 pm
Chaired: Peter Cavouras
Minutes: Penny Cavanagh
1. Exchange of Accounts and Administration and Change over etc
2. Present and Apologies
Apologies: Alex Dighton, Donna Foster, Jarrod Lungley,
Present: Geof Bailey, Penny Cavanagh, Peter Cavouras, Annette Chigros,
Helen Douglas-Irving, Irene Frangos, Paula Hensing, Shannon Lane, Kathleen Meyers, Brett Schenk,
Mareea Smith, Sharon Snaith, Rick Sommariva, Kristen Tunbridge, Yvette Winter.
Non-attending: Helen Peake, Jan Dean,
Minutes from Previous Meetings
Moved: Geof Bailey Seconded: Rick Sommariva
CARRIED
3. Business Arising from the Minutes
Legal Brief Articles
 Helen: Super Trawler – under development
 Shannon: Four Sisters to Italy - under development (suggested that all relevant articles included
+ judgment and how children were represented in court)
 Peter: Gender Reassignment – under development; People Smuggling – complete and
circulated
 Annette Chigros: seal of confessional + links to Child Protection Act
 (CPT on seal of confessional could be made available if Mareea can gain student permission).
4. Correspondence
Annual Report Copyright Agency circulated
Law Handbook – updated – suggest look at online one www.lawhandbook.sa.gov.au – Geof to put link
and promotion in Legal Brief
5. Action Plan Review
Discussion around the implementation of teacher professional standards highlighted the fact that there
are E-portfolio templates available to record information and that LETASA may have a role reviewing
PD offerings to endorse them as suitable. We might also be able to sign-off on some of the
requirements if we become accredited. For standards see:
http://www.aitsl.edu.au/verve/_resources/AITSL_National_Professional_Standards_for_Teachers.pdf
For Teachers Registration Board renewal requirements see:
http://www.trb.sa.edu.au/NCTR_Renewal.php
Examples of E-Portfolios can be found at:
http://www.trb.sa.edu.au/Renewal_ProfessionalLearning.php
(see attachment)
6. Reports
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




Executive Report - (see attached)
Treasurer’s Report - Report tabled and accepted
SACE - Nil
Technology Report - Jarrod sent out ITunes Professional Learning flyer
Publications Report - Few Just is Right remain; Court & Tort available; Revision Guides now
available by order
Membership Report – 35 members; few new names; up on last year for this time of the year


Annual Conference – (see attached)
o Agreed Format: Registration 9am to 10am, light lunch, then dinner, same venue
o Peter to follow up UniSA, Bradley Forum, AIM re wine and minimum numbers
o History Teachers Association is holding their conference at the Art Gallery, and dinner at
the Wine Centre
Country Liaison – Kristen could not get a line to connect to meeting ACTION: Peter to advise
her of our discussions
7. Any Other Business
Christmas Party Date – to be decided next meeting; Committee members to come with suggested dates.
Meeting Finished: 6.20 pm
NEXT MEETING: Thursday 14 March AEU
Nibbles: Cabra Canteen
Appendix A
LETASA EXECUTIVE REPORT
Thursday 14 Feb
IJS/LETASA/Uni SA Merit Ceremony
 Held at Uni SA for the first time with joint funding from the Institute of Justice Studies, LETASA and Uni SA.
 No past student called upon to speak about their exploits since receiving the award.
 Acting Dean of the Law School, Peter McFarlane was very supportive of the initiative and spoke very well at the beginning.
People Smuggling Paper
 Short paper completed and distributed.
 It will also appear in Legal Brief.
 Paper on Gender Reassignment under development.
What’s the Story E-Book about Sentencing
 Resource completed and available.
 Link to be included on the LETASA site and hard copy booklet distributed to the committee and key LETASA members.
[https://itunes.apple.com/au/itunes-u/australian-curriculum/id595230070?mt=10
 For those with ITunes accounts]
Eugenia
 Having now read the book written by NSW DPP, Mark Tedeschi, I can comment that while it is an interesting and at times
engrossing read, the nature of the subject matter is too risqué for our students.
 The book tells the story of Eugenia Fellini (aka Harry Crawford), who under the guise of a man, was charged with murder of
his wife and found guilty. Tedeschi, in examining all of the evidence and the transcript from the trial, has concluded that if
the trial were conducted in the modern day, Fellini may well have been found not guilty. The explicit nature of how Fellini
as Crawford, was able to perform intercourse with his wives, while fascinating is the part of the story that causes most
concern if it were to be used as a teaching resource.
Uni SA sit-in lecture series feedback
 I am still seeking feedback from any students or teachers involved.
 The 2013 Law Evening Series has been advertised. [see: www.unisa.edu.au/law/evenings ] for more information and to
register.
Courts website access
 Issue now resolved
 Note that Mock Magistrate Hearing materials have been updated including links to the Australian Curriculum and the
intention is to progressively do this with other resources.
Meet the Expert 2013
 Based on the success of last years’ event for Y12’s, Martin Hinton has agreed to host another, but this time as session for
DECD schools and one for the non-government sector in June.
CEASA calendar
 CEASA, the peak association body has released a half-yearly planner with important PD offerings form a range of subject
associations as well as sessions run buy CEASA themselves.
 They should be available at your school or alternatively search the CEASA web-site.
LETASA 2013 Conference and Dinner
 Penny, Yvette and I have done a lot of work around potential alternatives.
 The main thing to emerge is that to run a dinner will be expensive – possibly $150 per head.
 Decisions need to be made about whether or not the dinner follows the conference and if so, does it take place at the same
venue.
 If Uni SA is used again, we will make arrangements with the local parking station to pay for parking of delegates.
Twilight sessions at the courts
 Am keen to offer these again but need to be better supported to make them viable.
 One option might be to charge a small fee for attendance to make them more valued though no decision has been made
around this as yet.
Peter Cavouras
LETASA President
Appendix B: Conference options
Venue
Rooms
Day Package
Day/Night
Package
Parking
Adelaide
Meeting &
Conference
Centre
$1200
(1 large, 2
break out)
$33 –
chef’s choice
$5150
(afternoon tea,
wine, formal
dinner 3 course
with 2 choice
main)
Free under
building
EDC
$437.90
(1 large, 2
break out)
$25
Gourmet Plus
Hot Buffet +
MT
$36
Classic
Caterers
Hot Buffet +
MT
$45 Roast
Uni SA
Bradley Forum
not available
but other
rooms may be
updated and
available for
free
$30
Phat
Cold + MT
Or Above
Caterers
$31.50
Are you Being
Served
Caterers
Wine & Gifts
$1500
Anne Twomey
$1500
Legal Brief
$100
TOTALS
Includes
extras last
line
$189pp with
dinner
$119 pp
No dinner
Free in EDC car
park
$107 pp
With hot
lunch
Are you Being
Served will do
formal catering
Could pay U
Park by prearrangement so
delegates have
free parking
$94 pp
With hot
lunch
All based on
about 50
participants
In past $80
conference fee
and $100 with
dinner
Appendix C: Lyn Hall (AEU) info re Teacher Professional Learning with respect to Teacher Registration and the
new Teacher Professional Standards
Relevant pages and links to the TRB web site:
Professional Learning for Renewal of Registration The link:
http://www.trb.sa.edu.au/Renewal_ProfessionalLearning.php
TRB Template for a Professional Learning Summary
http://www.trb.sa.edu.au/doc/Prof_Learning_Summary_Record.doc
(See portrait pages for example if unable to log in)
Range of Professional Learning Opportunities and the link
http://www.trb.sa.edu.au/Range_of_PL_Opportunities.php#examples
Professional learning is a component of the nationally consistent approach to teacher registration
Professional learning (PL) for the purpose of registration is learning in which all Registered and Provisionally
Registered teachers (practising and non-practising) engage to continually build their capacities as professionals.
The professional learning required for registration is defined as over and above the normal expectations of a
teacher’s role and responsibilities (including preparation, planning, programming, assessment and recording).
All professional learning undertaken must be referenced to the (Australian) National Professional Standards for
Teachers.
The Board respects a teacher’s decisions to choose from a broad range of professional learning opportunities. It
is anticipated that various types of professional learning referenced to the Standards will be undertaken. Refer
to some examples below. There are also a number of professional learning links teachers may find useful.
The Board understands that employing authorities may require a teacher to complete specific types of
professional learning. Such professional learning will be recognised for registration purposes as long as it is
referenced by the teacher to the (Australian) National Professional Standards for Teachers.
Professional learning may include any of the examples outlined below and/or other examples identified by a
teacher and referenced to the standards. The list of examples below is provided as a guide to clarify some of the
types of professional learning that would meet the registration requirement however the list should not be
regarded as exhaustive.
Professional learning must focus on particular Standards or a combination of Standards at one career stage
(proficient as a minimum) or across a range of career stages.
Each piece of evidence retained by a teacher should be dated and signed.
Professional Learning: Examples of suitable PL offerings
Examples of Professional
Learning
Teaching and learning research
or research of broader education
issues
Structured networking centred
on education issues via working
parties, committees, reference
groups, advisory groups and
other formal networks
Teaching and learning research
or research of broader education
issues
Structured networking centred
on education issues via working
parties, committees, reference
groups, advisory groups and
other formal networks
Online learning/ pod cast/elearning, Intranet – based or
multimedia learning etc
Formal and informal training and
mandated training e.g.
MNT(Education and Care)
Conferences, workshops,
seminars
Mentoring and coaching or being
mentored e.g. pre-service teacher
education students, registered
teachers who are new to a role
etc.
Action research or action
learning
Examples of evidence (Any summaries,
notations, reflections should be brief –
no more than 200 words)
Research portfolio, summary notes,
reports, articles written about the
research, diaries or reflective journals,
summaries of outcomes, records of the
process, summaries or analysis of
readings, annotated evidence of applying
research findings, validations from
research partners
Documentary validation by other
members of the network, summary notes,
reports, reflective journals, diaries,
evidence of the outcomes of the work and
the nature of the learning for you,
certificates or formal documents
Research portfolio, summary notes,
reports, articles written about the
research, diaries or reflective journals,
summaries of outcomes, records of the
process, summaries or analysis of
readings, annotated evidence of applying
research findings, validations from
research partners
Documentary validation by other
members of the network, summary notes,
reports, reflective journals, diaries,
evidence of the outcomes of the work and
the nature of the learning for you,
certificates or formal documents
Annotated logs of online learning,
records of involvement I.e. registration
confirmations or ‘certificates’ of
involvement, reports, journals, diaries,
summaries, commentaries, records of
discussion groups, Blogs, Internet forums
Certificates, journals, notes, reflections
on readings, evaluations, validation of
training by provider/ facilitator
Notes relating to reflections, readings,
presentations, workshops, group
activities, follow-up, evaluations,
attendance or participation certificates
Diary or journal notes, notes relating to
formal meetings, reflections on the
process or reading done in conjunction
with the mentoring process. Evidence of
any specific mentor or coaching training
Action research portfolio, summary
notes, analysis of readings, reports,
Is the PL recognised for
registration purposes?
Yes - with clear connections to the
Standards
Yes the PL aspect meets the
requirement
No - administrative or business
aspects of the networks are not
recognised
Yes - with clear connections to the
Standards
Yes the PL aspect meets the
requirement
No - administrative or business
aspects of the networks are not
recognised
Yes – with clear connections to the
Standards
Yes - with clear connections to the
Standards
Yes – with clear connections to the
Standards
Yes - when the focus is on the P L
for the teacher
Yes – with clear connections to the
Standards
articles written about the research, diaries
or reflective journals, summaries of the
process, outcomes, verifications from
research partners
Descriptions of the work, journals,
publications, collation of feedback from
Working with the community to community, copies of resources e.g.
improve public understanding of PowerPoint/handouts/ booklets etc,
educational topics or issues
summaries of processes or outcomes,
plans or overviews, online resources
developed
Post-graduate study or other
Documentary evidence of engagement in
further study, education
the study or transcripts/certificates
sabbaticals etc
Summary notes, reports, reflective
Facilitation or delivery of
journals, diaries, plans, evidence of the
professional learning
outcomes of the work, resources
opportunities
developed, feedback and the nature of the
learning for you
Certificates, notes, diaries, reflective
Involvement in site-based
journals, records of the nature of your
professional learning e.g. student
involvement, descriptions of your
free days, school development
learning, written commentary on the
days, PL workshops during staff
learning or reflections on reading,
meeting times etc.
verification from facilitators
Certificates, notes, diaries, reflective
Active participation in
journals, records of the nature of your
professional learning
involvement, descriptions of your
opportunities offered by or as a learning, written commentary on the
member of education unions
learning or reflections on reading,
verification from facilitators
Evidence of involvement, certificates,
Active participation in
notes, diaries, reflective journals, records
professional learning
of the nature of your involvement,
opportunities offered by or as a
descriptions of your learning, written
member of professional
commentary on the learning or reflections
associations
on reading, verification from facilitators
Summary notes, reports, reflective
Formal and informal curriculum
journals, diaries, certificates, written
professional learning e.g. ESL,
summaries of or reflections on readings
ICT, Child Protection etc
etc.
Organisational professional
Evidence of online conversations, records
learning via local, national or
of involvement, notes, journals,
international communities of
commentary on outcomes of the work
practice
Documentary evidence of involvement
e.g. certificates, reports, summaries,
Fellowships and scholarships
copies of presentations re scholarship
outcomes
Documentary evidence of involvement,
verification statements, certificates,
Professional learning required by
reports, journals, summary notes,
employers
descriptions of the outcomes of the
learning for you
Yes - when the focus is on PL for
the teacher
No if the work is part of the
teacher’s role i.e. parent interview/
information sessions etc.
Yes - with clear connections to
teaching/education and the
Standards
Yes – when the focus is on the PL
for the teacher
Yes - PL workshops or sessions
dedicated to PL meet the
requirement
No – business or day to day
administration meetings or
sessions are not recognised
Yes – with clear connections to the
Standards
Yes - with clear connections to the
Standards
Yes - with a clear focus on the PL
involved for the teacher
Yes – with clear connections to the
Standards
Yes - with clear connections to
teaching/education and the
Standards
Yes - when referenced to the
Standards
Professional
reading/listening/viewing
Yes - when the focus is on PL for
the teacher
No - when
Written reflections, analysis, evaluation,
reading/listening/viewing is
certificates of participation in
considered core to teachers’ work
professional reading/listening/viewing
e.g. curriculum documents,
networks
information for use with learners
as part of preparation and planning
etc.
Useful Links
The Australian Institute for Teaching and School Leadership (AITSL) provides a range of resources for
professional learning.


Australian Institute for Teaching and School Leadership (AITSL) http://www.aitsl.edu.au/professional-learning/professional-learning.html
Australian Charter for the Professional learning of Teachers and School Leaders
A teacher may wish to contact the organisations listed below in relation to professional learning.
Employers



Department of Education and Child Development – http://www.decd.sa.gov.au/portal/staffinfo.asp (and
type in a search for professional learning)
Catholic Education - http://www.cesa.catholic.edu.au/
Association of Independent Schools of South Australia - www.ais.sa.edu.au
Professional Association Programs


The Council of Education Associations of South Australia (CEASA)
A list of CEASA Professional Associations may be accessed on the CEASA website http://www.ceasa.asn.au/associations/member-associations/
Unions


Australian Education Union - www.aeusa.asn.au
Independent Education Union of South Australia - www.ieusa.org.au
Teacher Education Providers




Adelaide University - www.adelaide.edu.au
Flinders University - www.flinders.edu.au
University of South Australia - www.unisa.edu.au
Tabor Adelaide - www.taboradelaide.edu.au
For further information about the new requirements for renewal of registration, please contact the Board on
8226 8811 and select 4 or email the Board at professional.standards@trb.sa.edu.au.
Appendix D: Hours of Professional Learning Documentation to renew registration and Teacher PL LOG Template
All teachers wishing to renew (full) Registration or Provisional Registration for a further term are required to undertake 60 hours of professional learning
referenced to the National Professional Standards for Teachers within the current 3 year term of their registration.
National Professional Standards for Teachers in brief:
Domains of teaching
Standards
Professional
Knowledge
1. Know students and how they learn
2. Know the content and how to teach it
Professional Practice
3. Plan for and implement effective teaching and learning
4. Create and maintain supportive and safe learning environments
5. Assess, provide feedback and report on student learning
Professional
Engagement
6. Engage in professional learning
7. Engage professionally with colleagues, parents/ carers and the community
Focus areas and Descriptors
Refer to the Standard at each career stage –
www.aitsl.edu.au or via links on TRB website at
www.trb.sa.edu.au
National Professional Standards for Teachers in detail available at www.aitsl.edu.au or via links on the Teachers Registration Board website at
www.trb.sa.edu.au
Name:
Registration Number:
Date of Birth:
Record of 60 hours of professional learning undertaken within my current 3 year term of registration
Year
Dates on/over Description or topic of
Hours
Description of evidence held to
which the
professional learning
committed
verify completion of professional
professional
opportunity
to the
learning requirement
learning
professional
opportunity
learning
took place
opportunity
EXAMPLE Feb 2,9,15
Australian Curriculum (focus 1 hour each Information accessed online via
2013
years 3-6) content, general
sitting = 3
Australian Curriculum website
capabilities and cross
hours
Summary notes/reflections
curriculum perspectives
The professional standards against
which you have referenced your
learning and a brief annotation of the
connection between the learning and
the Standards
Standards 1,2 & 3 - knowing students
and how they learn, the content of the
teaching areas (3-6) with particular focus
on Aboriginal and Torres Strait Islander
learners & literacy and numeracy
I declare that this is a true and correct summary of evidence I have retained to verify the declaration I made in my Application for Renewal of my (full)
Registration or Provisional Registration for one further term. I hold the evidence detailed above to substantiate I have met the requirement of 60 hours of
professional learning referenced to the (Australian) National Professional Standards for Teachers within my current term of registration.
Signed:
Dated: