Professional development is a high priority for VATE. It has to address the interests, needs and concerns of English teachers, including those related to literary theory, technology, the transition between primary and secondary and the constant changes in curriculum.

VATE provides quality professional learning opportunites for teachers. Our aim is to make our professional development activities affordable. Indeed, a comparison with the fees of other Subject Associations and professional development providers reveals our fees to be most reasonable. VATE is a not-for-profit organisation and all of the money raised through professional development goes back into the organisation.

We aim to both meet and anticipate the needs of educators. If there are any areas of professional development that you would like included, or any that you would like to offer, please contact the VATE office.

Country members are being encouraged to set up networks, to exchange ideas and information, utilising local expertise and enthusiasm.

All teachers should keep records of professional development activities to support renewal of registration applications in line with VIT standards of professional practice requirements.
For further information, visit www.vit.vic.edu.au.

Standards for Teachers of English Language and Literacy in Australia (STELLA)

VATE is concerned with the quality of English teaching in Victoria, and to this end has been actively involved in the development of Standards for Teachers of English Language and Literacy in Australia (STELLA). STELLA provides a detailed picture of accomplished English/Literacy teaching. The Standards have been developed by teacher members of AATE and ALEA around Australia and are supported by national and state ETA Councils in all states and territories.

The standards are based on two principles:

• Professional standards only have validity when grounded in teachers' own knowledge, experience, skills and values.
• Teachers' knowledge, experience, skills and values are, in important respects, discipline-specific. For example, the depth of knowledge and the range of skills an English or Literacy teacher needs in order to teach well are different from the knowledge and skills required to teach Physics or Physical Education.