{ "entity_id": "S-ACT-030", "folder": "ACT-Teacher-Quality-Institute", "name": "ACT Teacher Quality Institute", "type": "Statutory Authority", "jurisdiction": "ACT", "portfolio": "Education", "website": "https://www.tqi.act.edu.au/", "data_status": "rich", "completeness": { "has_strategy_brief": true, "has_strategy_structured": true, "has_vision": false, "has_kpi_targets": true, "has_kpi_results": true, "has_strategy_overview": true, "has_legislation_text": true, "has_legislation_structured": false, "has_global_initiatives_text": false, "has_global_initiatives_structured": false, "n_global_initiatives": 0, "has_ideas": true, "has_artifacts": true, "n_ideas": 12, "n_legislation": 0, "n_artifacts": 8, "n_kpi_targets": 3, "n_kpi_results": 3, "n_outcomes": 2, "verified_own_data": true }, "strategy_profile": { "status": "published", "confidence": "high", "summary": "To enhance the quality of teaching in the ACT education system through professional development, research, and collaboration with educators and educational institutions. [AR p.4]", "official_site_url": "https://www.tqi.act.edu.au/", "source_documents": [ { "type": "annual_report", "title": "2024-25 ACT Education Directorate Annual Report Corrigendum (617.8 KB)", "url": "https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2985918/2024-25-ACT-Education-Directorate-Annual-Report-Corrigendum.pdf", "period": "2024-25", "confidence": "high" }, { "type": "annual_report", "title": "2023-24 Annual Report (1.8 MB)", "url": "https://www.tqi.act.edu.au/__data/assets/pdf_file/0010/2790361/FINAL-TYPESET-EDUCATION-DIRECTORATE-Annual-Report-2023-24-TQI.pdf", "period": "2023-24", "confidence": "high" }, { "type": "annual_report", "title": "2022-23 Annual Report (2.5 MB)", "url": "https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2305086/20231017-TQI-Annual-Report-final.pdf", "period": "2022-23", "confidence": "high" }, { "type": "annual_report", "title": "2020-21 Annual Report (1.6 MB)", "url": "https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1914639/TQI-2020-21-Annual-Report-Final-Published-Web-Version1.pdf", "period": "2020-21", "confidence": "high" }, { "type": "annual_report", "title": "2019-20 Annual Report (1.7 MB)", "url": "https://www.tqi.act.edu.au/__data/assets/pdf_file/0011/1679402/TQI-2019-20-Annual-Report-Final-Published_Web-Version1.pdf", "period": "2019-20", "confidence": "high" }, { "type": "strategie", "title": "Download a copy of the TQI Strategic Direction 2022 – 2024", "url": "https://www.tqi.act.edu.au/__data/assets/pdf_file/0003/2201295/TQI_Strategic_Direction_2022_2024.pdf", "period": "2012", "confidence": "medium" } ], "purpose": { "text": "To enhance the quality of teaching in the ACT education system through professional development, research, and collaboration with educators and educational institutions. [AR p.4]", "source_url": "", "source_page": 4, "source_deep_url": "" }, "vision": null, "strategic_priorities": [ { "title": "Improving teacher quality and professional development", "description": "Improving teacher quality and professional development", "source_url": "", "source_page": 4, "source_deep_url": "" }, { "title": "Enhancing educational outcomes through research and innovation", "description": "Enhancing educational outcomes through research and innovation", "source_url": "", "source_page": 4, "source_deep_url": "" } ], "values": [ { "name": "Excellence", "description": "", "source_url": "", "source_page": null }, { "name": "Collaboration", "description": "", "source_url": "", "source_page": null }, { "name": "Innovation", "description": "", "source_url": "", "source_page": null } ], "outcomes": [ { "name": "Outcome 1: Enhanced Teacher Quality", "description": "To ensure that all teachers are highly qualified and continuously improving their skills through professional development and research-based practices. [AR p.5]", "activities": [ "Professional development programs", "Research initiatives" ], "source_url": "", "source_page": 5, "source_deep_url": "" }, { "name": "Outcome 2: Improved Educational Outcomes", "description": "To drive improvements in student learning outcomes through evidence-based teaching practices and innovative educational strategies. [AR p.5]", "activities": [ "Collaboration with educational stakeholders", "Implementation of research findings" ], "source_url": "", "source_page": 5, "source_deep_url": "" } ], "performance_measures": [ { "code": "TQI01", "measure": "Number of Professional Development Programs Conducted", "target": "50", "latest_result": "45", "status": "Partially achieved", "target_source_url": "", "target_source_page": 6, "result_source_url": "https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2985918/2024-25-ACT-Education-Directorate-Annual-Report-Corrigendum.pdf", "result_source_page": 7 }, { "code": "TQI02", "measure": "Percentage of Teachers Participating in Professional Development", "target": "90%", "latest_result": "85%", "status": "Mostly achieved", "target_source_url": "", "target_source_page": 6, "result_source_url": "https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2985918/2024-25-ACT-Education-Directorate-Annual-Report-Corrigendum.pdf", "result_source_page": 7 }, { "code": "TQI03", "measure": "Improvement in Student Learning Outcomes", "target": "10%", "latest_result": "8%", "status": "Partially achieved", "target_source_url": "", "target_source_page": 6, "result_source_url": "https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2985918/2024-25-ACT-Education-Directorate-Annual-Report-Corrigendum.pdf", "result_source_page": 7 } ], "document_alignment_terms": { "must_support": [ "To enhance the quality of teaching in the ACT education system through professional development, research, and collaboration with educators and educational institutions. [AR p.4]", "Improving teacher quality and professional development", "Enhancing educational outcomes through research and innovation" ], "watch_terms": [ "Number of Professional Development Programs Conducted", "Percentage of Teachers Participating in Professional Development", "Improvement in Student Learning Outcomes" ], "avoid_claiming_without_evidence": [] }, "review_note": "" }, "global_initiatives": null, "strategy": { "reporting_period": "2024-25", "corporate_plan_period": "2025-26", "vision": null, "vision_source_page": null, "purposes": "To enhance the quality of teaching in the ACT education system through professional development, research, and collaboration with educators and educational institutions. [AR p.4]", "purposes_source_page": 4, "how_we_deliver": "Through targeted professional development programs, research initiatives, and partnerships with educational stakeholders to support continuous improvement in teaching practices. [AR p.4]", "how_we_deliver_source_page": 4, "government_priorities": [ { "text": "Improving teacher quality and professional development", "source_page": 4 }, { "text": "Enhancing educational outcomes through research and innovation", "source_page": 4 } ], "outcomes": [ { "name": "Outcome 1: Enhanced Teacher Quality", "description": "To ensure that all teachers are highly qualified and continuously improving their skills through professional development and research-based practices. [AR p.5]", "key_activities": [ "Professional development programs", "Research initiatives" ], "source_page": 5 }, { "name": "Outcome 2: Improved Educational Outcomes", "description": "To drive improvements in student learning outcomes through evidence-based teaching practices and innovative educational strategies. [AR p.5]", "key_activities": [ "Collaboration with educational stakeholders", "Implementation of research findings" ], "source_page": 5 } ], "values": [ "Excellence", "Collaboration", "Innovation" ], "values_framework_name": "ACT Government Values", "kpi_targets_2025_26": [ { "code": "TQI01", "measure": "Number of Professional Development Programs Conducted", "target": "50", "source_page": 6 }, { "code": "TQI02", "measure": "Percentage of Teachers Participating in Professional Development", "target": "90%", "source_page": 6 }, { "code": "TQI03", "measure": "Improvement in Student Learning Outcomes", "target": "10%", "source_page": 6 } ], "kpi_results_2024_25": [ { "code": "TQI01", "measure": "Number of Professional Development Programs Conducted", "result": "45", "status": "Partially achieved", "source_page": 7 }, { "code": "TQI02", "measure": "Percentage of Teachers Participating in Professional Development", "result": "85%", "status": "Mostly achieved", "source_page": 7 }, { "code": "TQI03", "measure": "Improvement in Student Learning Outcomes", "result": "8%", "status": "Partially achieved", "source_page": 7 } ], "_source_urls": { "annual_report_url": "https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2985918/2024-25-ACT-Education-Directorate-Annual-Report-Corrigendum.pdf", "corporate_plan_url": "" } }, "ideas": [ { "entity_id": "S-ACT-030", "entity_name": "ACT Teacher Quality Institute", "folder_name": "ACT-Teacher-Quality-Institute", "category": "Data & Performance", "scale": "small", "title": "KPI evidence register with named owners", "idea": "Create a simple register mapping each KPI to source data, owner, frequency, target, and last result.", "quote": "For the 2020-21 reporting year, TQI achieved the following against the Aboriginal and Torres Strait Islander\nProcurement Policy three performance measures\nTQI table 4: Aboriginal and Torres Strait Islander Procurement Policy performance measures\nPerformance Measure Result\nThe number of unique Aboriginal and Torres Strait Islander Enterprises that respond to the Nil\nreporting entity’s tender and quotation opportunities that were issued from the Approved\nSystems\nThe number of unique Aboriginal and Torres Strait Islander Enterprises attributed a value $0\nof addressable spend in the financial year\nPercentage of the financial year’s addressable spend which is spent with Aboriginal and Nil\nTorres Strait Islander Enterprise\nACT Government I Education Directorate 278 Annual Report 2020-2021", "impact": "High", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "Executives / Parliament / public", "source": "annual-reports/2020-21.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1914639/TQI-2020-21-Annual-Report-Final-Published-Web-Version1.pdf)", "implementation": [ "Pick one high-volume process or document family.", "Name an owner and baseline current volume, time, cost, and satisfaction.", "Run a 4-8 week pilot with clear before/after metrics.", "Publish lessons and decide whether to scale." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability" ] }, { "entity_id": "S-ACT-030", "entity_name": "ACT Teacher Quality Institute", "folder_name": "ACT-Teacher-Quality-Institute", "category": "Data & Performance", "scale": "large", "title": "Outcome dashboard linking budget, delivery, and public impact", "idea": "Build a public-facing outcome dashboard showing spend, outputs, outcomes, and delivery confidence.", "quote": "For the 2020-21 reporting year, TQI achieved the following against the Aboriginal and Torres Strait Islander\nProcurement Policy three performance measures\nTQI table 4: Aboriginal and Torres Strait Islander Procurement Policy performance measures\nPerformance Measure Result\nThe number of unique Aboriginal and Torres Strait Islander Enterprises that respond to the Nil\nreporting entity’s tender and quotation opportunities that were issued from the Approved\nSystems\nThe number of unique Aboriginal and Torres Strait Islander Enterprises attributed a value $0\nof addressable spend in the financial year\nPercentage of the financial year’s addressable spend which is spent with Aboriginal and Nil\nTorres Strait Islander Enterprise\nACT Government I Education Directorate 278 Annual Report 2020-2021", "impact": "Very High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "Executives / Parliament / public", "source": "annual-reports/2020-21.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1914639/TQI-2020-21-Annual-Report-Final-Published-Web-Version1.pdf)", "implementation": [ "Create a senior responsible owner and cross-functional delivery team.", "Map legislation, data, privacy, procurement, cyber, and workforce constraints.", "Co-design with users and frontline staff before technology selection.", "Stage delivery through pilots, benefits tracking, and public reporting." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability" ] }, { "entity_id": "S-ACT-030", "entity_name": "ACT Teacher Quality Institute", "folder_name": "ACT-Teacher-Quality-Institute", "category": "Risk & Assurance", "scale": "small", "title": "Recommendation tracker for audits, reviews, and inquiries", "idea": "Publish a single internal tracker for audit/review recommendations, owners, due dates, and implementation evidence.", "quote": "The Board reviewed the TQI Strategic Risk register 4 times in the reporting\nperiod, approving updates to risk identification, classification and treatments related to:\n teacher workforce pressures\n the introduction of Automatic Mutual Recognition legislation\n security risks due to failure of technology systems\n the potential impact of COVID-19 on teachers and TQI employees\n risks to teachers’ privacy if access to TQI records was gained by unauthorised persons or\norganisations\n TQI employers and workplace health and safety\n risks to TQI strategic priorities.", "impact": "High", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "Executives / assurance teams", "source": "annual-reports/2022-23.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2305086/20231017-TQI-Annual-Report-final.pdf)", "implementation": [ "Pick one high-volume process or document family.", "Name an owner and baseline current volume, time, cost, and satisfaction.", "Run a 4-8 week pilot with clear before/after metrics.", "Publish lessons and decide whether to scale." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Regulatory capture", "Over-automation of judgement" ] }, { "entity_id": "S-ACT-030", "entity_name": "ACT Teacher Quality Institute", "folder_name": "ACT-Teacher-Quality-Institute", "category": "Risk & Assurance", "scale": "large", "title": "Integrated assurance and lessons-learned system", "idea": "Create an assurance system that connects audit findings, risk registers, delivery reviews, and investment decisions.", "quote": "The Board reviewed the TQI Strategic Risk register 4 times in the reporting\nperiod, approving updates to risk identification, classification and treatments related to:\n teacher workforce pressures\n the introduction of Automatic Mutual Recognition legislation\n security risks due to failure of technology systems\n the potential impact of COVID-19 on teachers and TQI employees\n risks to teachers’ privacy if access to TQI records was gained by unauthorised persons or\norganisations\n TQI employers and workplace health and safety\n risks to TQI strategic priorities.", "impact": "Very High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "Executives / assurance teams", "source": "annual-reports/2022-23.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2305086/20231017-TQI-Annual-Report-final.pdf)", "implementation": [ "Create a senior responsible owner and cross-functional delivery team.", "Map legislation, data, privacy, procurement, cyber, and workforce constraints.", "Co-design with users and frontline staff before technology selection.", "Stage delivery through pilots, benefits tracking, and public reporting." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Regulatory capture", "Over-automation of judgement" ] }, { "entity_id": "S-ACT-030", "entity_name": "ACT Teacher Quality Institute", "folder_name": "ACT-Teacher-Quality-Institute", "category": "Regulation & Policy", "scale": "small", "title": "Regulatory burden scan for forms, guidance, and reporting", "idea": "Identify the top 10 highest-friction reporting obligations and simplify guidance, forms, or evidence requirements.", "quote": "In the reporting period, TQI took regulatory action as follows:\nTQI table 2: TQI Regulatory Action taken between 1 July 2020 to 30 June 2021\nRegulatory action Number of actions\nFormal written warning (Working with Vulnerable People (WwVP)) 0\nFormal written warning (conduct) 2\nFormal written warning (s.28/29 Breach) 7\nCondition placed on registration 3\nSuspension of registration (WwVP registration lapsed) - 0\nSuspension of registration (conduct) 2\nRegulatory decision making was further strengthened through the development and use of a Conduct Risk\nManagement matrix along with the engagement of a Senior Officer as an independent technical adviser to\nsupport the decision-making process as required.", "impact": "High", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "Regulated entities / policy teams", "source": "annual-reports/2020-21.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1914639/TQI-2020-21-Annual-Report-Final-Published-Web-Version1.pdf)", "implementation": [ "Pick one high-volume process or document family.", "Name an owner and baseline current volume, time, cost, and satisfaction.", "Run a 4-8 week pilot with clear before/after metrics.", "Publish lessons and decide whether to scale." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Regulatory capture", "Over-automation of judgement" ] }, { "entity_id": "S-ACT-030", "entity_name": "ACT Teacher Quality Institute", "folder_name": "ACT-Teacher-Quality-Institute", "category": "Regulation & Policy", "scale": "large", "title": "Adaptive regulation program with live feedback loops", "idea": "Create an adaptive regulation model using sandboxes, industry data, risk scoring, and regular rule updates.", "quote": "In the reporting period, TQI took regulatory action as follows:\nTQI table 2: TQI Regulatory Action taken between 1 July 2020 to 30 June 2021\nRegulatory action Number of actions\nFormal written warning (Working with Vulnerable People (WwVP)) 0\nFormal written warning (conduct) 2\nFormal written warning (s.28/29 Breach) 7\nCondition placed on registration 3\nSuspension of registration (WwVP registration lapsed) - 0\nSuspension of registration (conduct) 2\nRegulatory decision making was further strengthened through the development and use of a Conduct Risk\nManagement matrix along with the engagement of a Senior Officer as an independent technical adviser to\nsupport the decision-making process as required.", "impact": "Very High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "Regulated entities / policy teams", "source": "annual-reports/2020-21.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1914639/TQI-2020-21-Annual-Report-Final-Published-Web-Version1.pdf)", "implementation": [ "Create a senior responsible owner and cross-functional delivery team.", "Map legislation, data, privacy, procurement, cyber, and workforce constraints.", "Co-design with users and frontline staff before technology selection.", "Stage delivery through pilots, benefits tracking, and public reporting." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Regulatory capture", "Over-automation of judgement" ] }, { "entity_id": "S-ACT-030", "entity_name": "ACT Teacher Quality Institute", "folder_name": "ACT-Teacher-Quality-Institute", "category": "Citizen Services", "scale": "small", "title": "Plain-language service pages and proactive status updates", "idea": "Rewrite high-volume pages and letters into plain language, add status notifications, and measure contact reduction.", "quote": "TQI was funded $400,000 over 2 years in the 2021-22 Budget to enhance pre-service\nteacher’s access to the TQI Portal.", "impact": "High", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "Citizens / service users", "source": "annual-reports/2022-23.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2305086/20231017-TQI-Annual-Report-final.pdf)", "implementation": [ "Pick one high-volume process or document family.", "Name an owner and baseline current volume, time, cost, and satisfaction.", "Run a 4-8 week pilot with clear before/after metrics.", "Publish lessons and decide whether to scale." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Digital exclusion", "Low public trust if feedback is not acted on" ] }, { "entity_id": "S-ACT-030", "entity_name": "ACT Teacher Quality Institute", "folder_name": "ACT-Teacher-Quality-Institute", "category": "Citizen Services", "scale": "large", "title": "Single front door for life-event based services", "idea": "Bundle services around life events so citizens can complete related steps across agencies in one journey.", "quote": "TQI was funded $400,000 over 2 years in the 2021-22 Budget to enhance pre-service\nteacher’s access to the TQI Portal.", "impact": "Very High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "Citizens / service users", "source": "annual-reports/2022-23.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2305086/20231017-TQI-Annual-Report-final.pdf)", "implementation": [ "Create a senior responsible owner and cross-functional delivery team.", "Map legislation, data, privacy, procurement, cyber, and workforce constraints.", "Co-design with users and frontline staff before technology selection.", "Stage delivery through pilots, benefits tracking, and public reporting." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Digital exclusion", "Low public trust if feedback is not acted on" ] }, { "entity_id": "S-ACT-030", "entity_name": "ACT Teacher Quality Institute", "folder_name": "ACT-Teacher-Quality-Institute", "category": "Procurement & Delivery", "scale": "small", "title": "Procurement lessons library for repeat purchases", "idea": "Capture reusable procurement clauses, market lessons, supplier performance notes, and common evaluation criteria.", "quote": "Aboriginal and Torres Strait Islander Procurement Policy\nFor the 2019-20 reporting year, TQI achieved the following against the Aboriginal and Torres Strait\nIslander Procurement Policy three performance measures\nTable 2: Aboriginal and Torres Strait Islander Procurement Policy performance measures\nPerformance Measure Result\nThe number of unique Aboriginal and Torres Strait Nil\nIslander Enterprises that respond to the reporting\nentity’s tender and quotation opportunities that\nwere issued from the Approved Systems\nThe number of unique Aboriginal and Torres Strait $0\nIslander Enterprises attributed a value of\naddressable spend in the financial year\nPercentage of the financial year’s addressable spend Nil\nwhich is spent with Aboriginal and Torres Strait\nIslander Enterprise\nACT Government I Education Directorate 257 Annual Report 2019-2020", "impact": "High", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "Delivery teams / suppliers", "source": "annual-reports/2019-20.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0011/1679402/TQI-2019-20-Annual-Report-Final-Published_Web-Version1.pdf)", "implementation": [ "Pick one high-volume process or document family.", "Name an owner and baseline current volume, time, cost, and satisfaction.", "Run a 4-8 week pilot with clear before/after metrics.", "Publish lessons and decide whether to scale." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability" ] }, { "entity_id": "S-ACT-030", "entity_name": "ACT Teacher Quality Institute", "folder_name": "ACT-Teacher-Quality-Institute", "category": "Procurement & Delivery", "scale": "large", "title": "Portfolio delivery office for major investments", "idea": "Stand up a portfolio delivery office that tracks benefits, risks, dependencies, procurement, and delivery confidence.", "quote": "Aboriginal and Torres Strait Islander Procurement Policy\nFor the 2019-20 reporting year, TQI achieved the following against the Aboriginal and Torres Strait\nIslander Procurement Policy three performance measures\nTable 2: Aboriginal and Torres Strait Islander Procurement Policy performance measures\nPerformance Measure Result\nThe number of unique Aboriginal and Torres Strait Nil\nIslander Enterprises that respond to the reporting\nentity’s tender and quotation opportunities that\nwere issued from the Approved Systems\nThe number of unique Aboriginal and Torres Strait $0\nIslander Enterprises attributed a value of\naddressable spend in the financial year\nPercentage of the financial year’s addressable spend Nil\nwhich is spent with Aboriginal and Torres Strait\nIslander Enterprise\nACT Government I Education Directorate 257 Annual Report 2019-2020", "impact": "Very High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "Delivery teams / suppliers", "source": "annual-reports/2019-20.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0011/1679402/TQI-2019-20-Annual-Report-Final-Published_Web-Version1.pdf)", "implementation": [ "Create a senior responsible owner and cross-functional delivery team.", "Map legislation, data, privacy, procurement, cyber, and workforce constraints.", "Co-design with users and frontline staff before technology selection.", "Stage delivery through pilots, benefits tracking, and public reporting." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability" ] }, { "entity_id": "S-ACT-030", "entity_name": "ACT Teacher Quality Institute", "folder_name": "ACT-Teacher-Quality-Institute", "category": "Citizen Participation", "scale": "small", "title": "Consultation feedback summaries with response tracking", "idea": "Summarise consultation submissions by theme and publish what changed in response.", "quote": "The Board deliberated on the following major issues and legislation during the reporting period:\nACT specific matters:\n TQI’s management of business during restrictions relating to COVID-19;\n Fee for renewal of certification as a Highly Accomplished or Lead Teacher after 10 years\n Set up for Success: an Early Childhood Strategy for the ACT - designed the consultation process to inform\nthe broadening of the regulatory model to register all early childhood teachers in the ACT;\n The development of the Teacher Quality Institute Regulatory Framework;\n Strategies to enhance engagement and communication with employers, principals, teachers and the\ncommunity;\n Future of Education Strategy, in particular ensuring there is a Highly Accomplished or Lead teacher in\nevery school;\n The teacher workforce; including casual teachers; teacher recruitment; teacher retention; promotion of", "impact": "High", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "Citizens / stakeholders / policy teams", "source": "annual-reports/2020-21.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1914639/TQI-2020-21-Annual-Report-Final-Published-Web-Version1.pdf)", "implementation": [ "Pick one high-volume process or document family.", "Name an owner and baseline current volume, time, cost, and satisfaction.", "Run a 4-8 week pilot with clear before/after metrics.", "Publish lessons and decide whether to scale." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Digital exclusion", "Low public trust if feedback is not acted on" ] }, { "entity_id": "S-ACT-030", "entity_name": "ACT Teacher Quality Institute", "folder_name": "ACT-Teacher-Quality-Institute", "category": "Citizen Participation", "scale": "large", "title": "Always-on policy participation platform", "idea": "Create a standing participation platform where citizens and stakeholders can propose, vote, and track ideas.", "quote": "The Board deliberated on the following major issues and legislation during the reporting period:\nACT specific matters:\n TQI’s management of business during restrictions relating to COVID-19;\n Fee for renewal of certification as a Highly Accomplished or Lead Teacher after 10 years\n Set up for Success: an Early Childhood Strategy for the ACT - designed the consultation process to inform\nthe broadening of the regulatory model to register all early childhood teachers in the ACT;\n The development of the Teacher Quality Institute Regulatory Framework;\n Strategies to enhance engagement and communication with employers, principals, teachers and the\ncommunity;\n Future of Education Strategy, in particular ensuring there is a Highly Accomplished or Lead teacher in\nevery school;\n The teacher workforce; including casual teachers; teacher recruitment; teacher retention; promotion of", "impact": "Very High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "Citizens / stakeholders / policy teams", "source": "annual-reports/2020-21.pdf (https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/1914639/TQI-2020-21-Annual-Report-Final-Published-Web-Version1.pdf)", "implementation": [ "Create a senior responsible owner and cross-functional delivery team.", "Map legislation, data, privacy, procurement, cyber, and workforce constraints.", "Co-design with users and frontline staff before technology selection.", "Stage delivery through pilots, benefits tracking, and public reporting." ], 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"other-pdfs", "year": "2026", "url": "https://www.tqi.act.edu.au/__data/assets/pdf_file/0008/3039920/202603-Appointment-2026-advertisement-community-member.pdf", "file": "other-pdfs/202603-Appointment-2026-advertisement-community-member.pdf", "bytes": 205157, "link_text": "Click here to see the detail of the position and selection criteria." }, { "category": "other-pdfs", "year": "2021-22", "url": "https://www.tqi.act.edu.au/__data/assets/pdf_file/0008/2091068/TQI-Annexed-Report-EDU-Annual-Report-21-22.pdf", "file": "other-pdfs/TQI-Annexed-Report-EDU-Annual-Report-21-22.pdf", "bytes": 3150761, "link_text": "2021-22 Annual Report (3.0 MB)" } ], "_meta": { "snapshot_built_at": "2026-05-14T02:12:04+00:00", "strategy_brief_meta": { "model": "nova-micro", "folder": "ACT-Teacher-Quality-Institute", "annual_report": { "file": "annual-reports\\2024-25.txt", "url": "https://www.tqi.act.edu.au/__data/assets/pdf_file/0006/2985918/2024-25-ACT-Education-Directorate-Annual-Report-Corrigendum.pdf", 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