Supporting provisionally registered teachers

At ECMS, we know that the best outcomes for children are enabled by great educators who continue to grow in their practice. That’s why we’re committed to supporting provisionally registered teachers (PRTs) as they move towards full registration. This isn’t just a tick-the-box process. It’s a transformative journey that strengthens professional identity, builds confidence, and improves learning outcomes for children.

A clear path forward: how ECMS supports PRTs

In 2023, we identified a gap in the way provisionally registered teachers were supported in the process of moving to full registration. In 2024, a support program run by PRT program coach-mentor Katie Berryman gained such momentum that it’s beginning to change career choices of pre-service teachers considering early years education.

Katie’s role ensures every PRT has access to the same opportunity for support. Checkpoint triadic meetings were established, including a pre-panel, so that there was absolute surety of a positive outcome for all PRTs. But more than just ensuring a successful panel outcome, it’s a wrap-around graduate support program.

The program fosters greater understanding of what it is to differentiate learning for individual children, and the planning cycle to support individual children’s learning. It’s also about early years teachers developing their sense of professional identity as ongoing learners themselves – to view themselves as always on an inquiry journey towards continuous improvement.

The program went from having just a few PRTs being supported towards their panel to 15 commencing the program in 2024 and 23 ready to start in 2025. Katie has seen the benefits immediately:

“We’ve found that PRTs completing the program are sharing their experience with others and now there’s a lot more confidence that this isn’t a scary process, they trust they’ll receive the same level of support and that in turn creates greater interest among others.”

Why it matters: better outcomes for educators and children

When we support teachers well, everyone benefits. PRTs build confidence, feel seen, and gain a deep understanding of what it means to be a responsive educator. That flows directly into better learning outcomes for children.

We know from the Early Years Learning Framework and our own practice that supporting individual children’s learning starts with knowing your learners and adapting to their needs. As ECMS Head of Pedagogy Emma Forsyth reminds us:

“We’re talking about every single child who may need something a little different to enter into learning.”

Teachers trained through this process emerge with the skills to differentiate their practice, reflect deeply, and lead change in their teams. That’s how we make early childhood education more inclusive, impactful, and joyful.

A real success story: Emily’s journey

For Emily Hughes, Nominated Supervisor and Early Childhood Teacher at Lang Lang Preschool, the support from ECMS made all the difference.

“From day dot when I said I wanted to begin the process, I had support. ECMS were there every step of the way.”​

Emily’s story is one of growth and celebration. ECMS helped her find a mentor and provided clear documentation to guide her. That made a daunting task feel achievable—and even exciting.

“It was more about ‘let's discuss what I've done’, it was a celebration of what I’d achieved.”

Guided by Katie, Emily found the process flowed naturally. Her confidence in the benefits of the process led to her presenting at a Department of Education session for graduates and mentors, sharing her advice with others starting the journey.

“You do these things in your practice. This is not a Uni assignment... it’s something you're proud of and passionate about.”

Her words remind us that moving from provisional to full registration isn’t a test—it’s a recognition of what early years educators already do so well.

Real gratitude, lasting impact

Emily’s experience isn’t isolated. Sarina Malhi, another ECMS educator, summed up what the process meant to her in a heartfelt message to her panel:

“The learnings I have gained through this process have shaped me into the teacher I am today... the knowledge, skills, and values I have developed will always stay with me as I continue to grow in my career.”​

That’s the kind of deep professional growth we strive for—and it only happens when support is authentic, consistent, and empowering.

Tips for educators starting the journey

For educators just beginning this process, there are some things to consider:

• Don’t rush: Just because you’re eligible doesn’t mean you’re ready. Give yourself time to grow as a teacher first.

• Build relationships: A mentor you trust makes all the difference. ECMS can help connect you.

• Plan it out: Use the resources provided to map your timeline and understand what’s required.

• Choose your learners wisely: Challenge yourself. Choosing learners with additional needs is important, but consider other ideas, like choosing a capable, engaged learner and finding ways to extend their learning.

• Celebrate your practice: The panel presentation is not an exam. It’s a conversation about your passion, strengths, and the real work you do every day.

As Emily puts it:

“It’s not about proving yourself. It’s about becoming a better practitioner.”

Looking ahead

There has been a perception among dual stream pre-service teachers that there wasn’t a lot of graduate support available to them in early years education, leading to a shift towards working in schools. Anecdotal evidence suggests this is changing. As awareness of the support offered by ECMS grows, more pre-service teachers will be re-affirmed in their desire to work in early years. And that can only lead to better outcomes for children.