Master of Teaching (Secondary) Internship (MC-TEACHSI) // Entry and participation requirements

Entry requirements

1. In order to be considered for entry, applicants must have completed:

• An undergraduate degree with appropriate discipline studies to qualify for two teaching specialist areas, or one double teaching specialist area. Undergraduate studies must include at least a major study in one teaching area, and preferably a minor study in a second teaching area^b; and 
• A selection test^c; as determined by the Selection Committee; and
• A school-based interview (for shortlisted candidates), leading to an appointment in a school prior to the commencement of the course.^d

Meeting these requirements does not guarantee selection.

2. In ranking applications, the Selection Committee will consider:

• Prior academic performance; and
• The results of the selection test^c.

3. The Selection Committee may seek further information to clarify any aspect of an application in accordance with the Academic Board rules on the use of selection instruments.

4. Applicants are required to satisfy the university’s English language requirements for graduate degrees. For those applicants seeking to meet these requirements by one of the standard tests approved by the Academic Board, UoM performance band 8 is required.^e

Note

(a) This is an initial teacher education qualification for those wanting to become a registered secondary school teacher; applicants who already hold a recognised secondary teacher qualification are not eligible for entry to this course.

(b) For the definition of ‘major study’ and ‘minor study’ refer to the Australian Institute for Teaching and School Leadership (AITSL) guidelines.

(c) All applicants must complete the Teacher Capability Assessment Tool (TCAT) selection test and meet all TCAT benchmarks. Details of the selection test are available on the Faculty of Education's Teacher Capability Assessment Tool (TCAT) website.

(d) The Faculty of Education will advise shortlisted candidates on the process for the school-based interview, which may vary according to the school.

(e) The Selection Committee may require applicants who have not recently completed a full undergraduate degree in Australia or New Zealand to demonstrate English language ability using one of the standard tests approved by the Academic Board at UoM performance band 8, even if their prior study of the English language, or their prior education and assessment in an English language university, would normally exempt them from standard testing.

(f) All applicants must hold either Permission to Teach from the Victorian Institute of Teaching (or equivalent Australian state/territory-based authority for Interns with a school appointment outside Victoria), or a valid Working with Children Check, at the point of course commencement. Permission to Teach is required prior to the commencement of the school appointment, and for the duration of the MC-TEACHSI program. 

(g) Teacher Candidates who successfully complete Year 1 of the Standard Mode of the MC-TEACHSA Master of Teaching (Secondary) may apply to transfer to the second year of the MC-TEACHSI Master of Teaching (Secondary) Internship course, provided a suitable teaching appointment in a Secondary school can be secured.

Inherent requirements (core participation requirements)

The Faculty of Education welcomes applications from students with disabilities. It is University and Faculty policy to take reasonable steps to enable the participation of students with disabilities, and reasonable adjustments will be made to enhance a student’s participation in the Faculty’s programs.

All Interns are required to meet the core participation requirements for study in the Faculty of Education. In all courses, these are:

1. The ability to comprehend complex information related to education and the disciplines in which the Intern is teaching.
2. The ability to communicate clearly and independently in assessment tasks a knowledge of the content, principles and practices relating to education and other relevant disciplines.
3. Behavioural and social attributes that enable an Intern to participate in a complex learning environment. Interns are required to take responsibility for their own participation and learning. They also contribute to the learning of other Interns in collaborative learning environments, demonstrating interpersonal skills and an understanding of the needs of other Interns. Assessment may include the outcomes of tasks completed in collaboration with other Interns.

In courses requiring students to undertake Clinical Teaching Practicum (Employment-based teaching Internship)

          4.  The ability to undertake Clinical Teaching Practicum Internships independently, including:

1. the ability based on personal maturity to establish a professional relationship with students and interact with them appropriately;
2. the ability to communicate to students the subject matter being taught with clarity and in a way that is age-sensitive;
3. the ability to model literacy and numeracy skills independently for students and in all their interactions meet community expectations of the literacy and numeracy skills;
4. the ability to demonstrate skilful and safe activities required in particular discipline areas being taught (e.g. physical education activities, science laboratory techniques);
5. the ability to create, monitor and maintain a safe physical environment, a stable and supportive psychological environment, and a productive learning environment in their classroom;
6. the ability to establish effective relationships with all members of the school community, including colleagues, students and caregivers;
7. the ability based on mental and physical health to exercise sound judgment and respond promptly to the demands of classroom situations, and the personal resilience to cope and maintain their wellbeing under stress.

Interns who feel a disability will prevent them from meeting the above academic requirements are encouraged to contact Student Equity and Disability Support.

Last updated: 1 March 2025