Valuing Educators Reference Group

Members attended the first meeting of 2026 and welcomed 5 new members to the group.

Members were provided with an update on a range of regulatory and non-regulatory changes that have been introduced, which focus on strengthening child safety and transparency, improving educator training, and provider accountability.

Members were presented with findings from the Sector Snapshot [PDF 425 KB] from the 2025 ACT ECEC & OSHC workforce survey and needs analysis. Following the presentation members collaborated in table groups to discuss the findings from the ECEC & OSHC survey and needs analysis and discuss 2 questions:

• What stood out at your table the most and why?
• How well do the identified areas for future focus reflect what is being seen on the ground? Is anything missing?

Members heard about the recent TQI registration numbers and were provided details and updates on the new Early Childhood Network and the Early Childhood Teachers and the Early Childhood Education and Care providers network which provide regular professional learning opportunities for educators and support to providers in navigating compliance and provide practical guidance to help providers meet requirements.

For more information on VERG please contact earlychildhoodpolicy@act.gov.au.

Members were welcomed to the final VERG meeting for 2026 by Minister for Education and Early Childhood, Yvette Berry MLA. Minister Berry thanked members for their time, contributions and collaboration over the past two years which has contributed to the successful delivery of the Workforce Strategy. The group was invited to consider extending their tenure for a further 12 months to continue to guide workforce initiatives moving forward.

VERG members were provided a final update on the actions under the Workforce Strategy and reflected on the achievements, challenges and significant progress the Workforce Strategy has made in building a sustainable, skilled, and valued workforce that underpins quality outcomes for children.

Members reflected on their experience and satisfaction with the delivery of the Workforce Strategy over the past two years discussing as a group what aspects of VERG have worked well and what areas of improvement could be considered for future engagement. These discussions highlighted the positive experience members have had both professionally and personally as part of VERG.

VERG members discussed the opportunity to extend their tenure in the group for a further 12 months and agreed that the group should continue to maintain the momentum achieved throughout 2024-25. Members were asked to consider whether additional sector representatives should be involved moving forward to ensure a broader range of voices are incorporated into discussions. VERG members will be invited to formally accept their extended tenure and nominate additional membership in early 2026.

VERG was updated on local and national efforts being undertaken to strengthen child safety in early childhood settings, ahead of formal decisions being made by Education Ministers on 22 August 2025.

Members heard about the positive voluntary take-up of Teacher Quality Institute (TQI) registration for early childhood teachers and the move towards mandatory TQI registration for early childhood teachers in the future. Members discussed the supports required to support registration.

VERG engaged in a Focus Group workshop facilitated by Nous Group as part of the ACT ECEC & OSHC workforce survey and needs analysis. Delivery of this work is a key action under Valuing Educators, Values Children: A Workforce Strategy for the ACT early childhood education and care profession (2023-25). Members engaged in 3 core activities centred around the evolving early childhood education and care and outside school hours care workforce in the ACT.

VERG was provided with an update on the implementation of recommendations from the National Child Safety Review under the National Quality Framework. Members noted that updates about the National Child Safety Review would continue to be shared through communication channels for the sector.

Members learnt about the Preschool Outcomes Measure National Applied Trial taking place in 2025 and participated in a collaborative session which unpacked the tool, approaches to formative assessment, and key developmental domains.

An update was provided by external consultant ELM (ACT) on preparations for a professional learning network for the sector. ELM (ACT) has been engaged to deliver this network, and members were invited to participate in the leadership group, made up of educators working in the sector, to help inform the delivery of the network to ensure it supports the needs and wants of the sector.

VERG engaged in a collaborative workshop to consider the needs, pressures and areas for future focus for the ACT’s early childhood education and care (ECEC) profession.

The themes identified through this discussion are being used to guide the development of an ECEC workforce census specific to the ACT.

Themes included:

• separating out questions for new and experienced educators
• preparation for leadership roles
• supporting career progression.

At the meeting, members were also invited to comment on a draft policy to support informed distribution of new ECEC services in the ACT. The policy includes considering the needs of local community and availability of already established services when preparing service approval applications.

Members discussed the investment of Preschool Reform Agreement funding to support the long day care sector. Key ideas include practical and in-person professional learning and opportunities to network face-to-face, to support educators with their pedagogy and practice.

VERG was advised that all actions of the first year of the Workforce Strategy were on track to be delivered within the life of the strategy.

Through a collaborative workshop, VERG explored the challenges and opportunities of each of the focus areas of the strategy.

Key insights included the need for enhanced focus on:

• wellbeing supports for educators and staff across the sector
• leadership opportunities, particularly focusing on new leaders who may have limited or emerging management skills and experience
• professional learning for early childhood educators that has been accredited by the ACT Teacher Quality Institute
• ongoing advocacy for the sector, including continuing work to raise the profile of the profession and address issues related to pay and conditions.

VERG’s insights will support the implementation of the Workforce Strategy in 2025. It will continue to meet quarterly.

The third VERG meeting was held at Hedley Beare Centre for Teaching and Learning.

VERG was given an update on early childhood teacher (ECT) registration from the Teacher Quality Institute (TQI), including that 97 ECTs have now registered.

Members highlighted the need for more early childhood specific, TQI Accredited professional learning to support ECTs to engage in the required accredited learning hours. TQI noted that applications from early childhood providers to register as TQI providers had been received. It is hoped that this will support expansion of the early childhood specific offerings available.

VERG received an update on the Professional Development Networks being established by the Education Directorate, aimed at supporting educators to engage and share knowledge and information across the sector. The Directorate will engage an external organisation for 3 years to consult on and establish a fit for purpose network.

The leadership team at Baringa Early Learning provided a presentation on engaging staff in professional learning. Baringa shared strategies they have implemented to shift the culture around professional learning at their service and ways they support their staff to participate in professional learning during work hours.

VERG received an update on the free professional learning the Directorate currently has available to the sector. This includes Key Word Sign, Play-Based Learning and Intentionality, and pre-work for the Culturally Inclusive and Responsive Educational Practices program. Under Preschool Reform Agreement funding, excursions to Birrigai Outdoor School are now accessible for 4-year-old preschool groups from long day care settings.

A member of VERG also gave an update on the Commonwealth’s wage increase announcement and associated grants available to Child Care Subsidy approved services.

The second VERG meeting was held at Hedley Beare Centre for Teaching and Learning.

VERG reviewed and provided feedback on the evaluation framework for the Workforce Strategy. Discussion included:

• considerations for out of school hours care
• timeframes on measurable impact
• considering making core evaluation questions more specific in the evaluation framework.

Use of data from the national workforce census to support the evaluation was discussed.

VERG discussed the Early Learning Connection program and noted that a positive and influential aspect of the program is the individual coaching supports offered to each participant. These supports enable participants to find suitable employment across the sector and encourages them as they progress through their qualifications.

VERG noted professional learning continues to be made available to the sector. This includes the Bring on the Coach program offered by Semann & Slattery and Key Word Sign delivered by Key Word Sign Australia.

Discussion included strategies to support staff to engage with professional learning, such as a dedicated planning or professional learning day for services.

The inaugural VERG meeting was held at Hedley Beare Centre for Teaching and Learning.

VERG is comprised of cross-sector representatives who were nominated on their ability to:

• represent the views of stakeholders in the sector
• objectively consider the ECEC profession as a whole.

The Terms of Reference were agreed at the meeting.

VERG reviewed and provided feedback on the DRAFT Early Childhood Education and Care (ECEC) Capability Framework. The framework aims to contribute to the development of clearer career pathways in the profession and acts as a support for professional development and career planning discussions. There was agreement that the resource would be a useful reflection tool for managers and individuals. The current workload pressures facing the sector were highlighted. VERG suggested that additional guidance for users could be included to support embedding the framework into current performance development practices and approaches.

VERG also reviewed and provided feedback on the DRAFT Peer Support, Mentoring and Coaching – A Toolkit for ECEC Providers. The toolkit supports National Quality Standard Area 7: Leadership and Governance. It aims to help develop a culture across the sector of learning through reflective practice. Discussion focused on the importance of ensuring individuals are well-trained and equipped with the appropriate skills to act as coaches or mentors.

VERG discussed the proposed approach for the ACT Education and Care Symposium to be held in June 2024 and agreed it would be engaging and suitable for the topic.