Enter a career in secondary teaching

The NSW Department of Education Mid-Career Transition to Teaching Program (MCT Program) supports those with significant prior experience to complete a Master of Teaching (Secondary) and become a teacher.

We are looking for experienced, high-performing professionals including academics and subject-matter experts to complete a Master of Teaching (Secondary) in the teaching areas of Mathematics and/or Science (Chemistry and/or Physics) and/or Computing.

We cater for regional, remote and metropolitan students who are seeking flexible study options.

Students who are accepted into the NSW Department of Education's MCT Program must also enrol in Macquarie University's Master of Teaching (Secondary).

This program is for Australian citizens and permanent residents.

To be eligible for the Master of Teaching (Secondary) candidates must be able to provide evidence of completion of a bachelor degree. A full transcript in English must be submitted with your application.

For some students with an overseas bachelor degree, English language proficiency results are required. See English language requirements.

Applications for post graduate degrees at Macquarie University are via direct application. More information on this process will be available in July 2022.

If you are uncertain that you will meet the requirements for this program, contact midcareermteach@thegraphicsshoppeclub.com.

See key dates for the February 2023 intake.

NSW Department of Education

DateApplication status
18 July – 4 September, 2022MCT Program applications are open
5 – 20 September, 2022Candidate applications are assessed
18 October – 2 November, 2022Selected candidates undertake further assessment
1 December, 2022Offers are sent to successful candidates

Macquarie University

September 2022Macquarie University applications open
December 2022 – January 2023Final date that candidates will receive notification of their successful application into the Master of Teaching (Secondary)
21 February, 2023Classes commence
17 March, 2023Teaching census
28 April, 2023Withdrawal without Academic penalty

The MTeach offers a student-first approach as it is flexible and allow students to successfully manage their personal responsibilities, work commitments, and course work. Regional students can join tutorials via Zoom.

Students can choose from the following attendance options:

  • In person, week day on campus:
    • regular weekly on-campus tutorials.
  • Infrequent:
    • a combination of Zoom tutorials and on-campus sessions (typically Saturday)
    • note: regional students can attend on campus sessions via Zoom.
  • Online:
    • Some units are fully online.

Enrolment in the MCT MTeach is based on a two-year full-time study load however part time flexibility can be offered based on a student’s personal circumstances subject to agreement by Department of Education. See a sample study pattern.

Suggested patterns of study – full time

Year 1 Session 1

Year 1 Session 2


Introduction to Professional Practice and Research


Learning Technologies in School


Indigenous Education: Strategies and Research


First Teaching Subject Methodology 1


Inclusive and Special Education


Second Teaching Subject Methodology 1


EDST8000 or EDST8060 (for students with only one teaching subject)


Professional Practice 1: Curriculum and Pedagogy (15 day Professional Experience)


Professional Practice 2: Literacy and Numeracy for Diverse Learners (15 day Professional Experience

Year 2 Session 1

Year 2 Session 2


Learner Development: Advances in Research and Practice


Enrichment, Thinking and Creativity in Curriculum


Educational Assessment


Scholarship in Educational Studies


First Teaching Subject Methodology 2


EDST8000 or EDST8060


Second Teaching Subject Methodology 2


EDST8000 or EDST 8060 or EDST8312 (for students with only one teaching subject)


Professional Practice 3 and Educational Research (30 day Professional experience including Teaching Performance Assessment)

A distinctive feature of the MCT MTeach is our executive mentoring approach which involves a tailored mentoring program and individualised support. MCT students work closely with our Mentor Lead, who has vast teaching and leadership experience in schools.

The mentoring program acknowledges the high levels of knowledge, expertise and leadership qualities of MCT students and is designed to support transition into postgraduate study and the teaching profession.

"As Mentor Lead for the MCT MTeach Program, Rose’s professionalism, kindness, and willingness to share her own teaching experiences and wisdom while listening carefully to students’ needs and questions have pushed my own standards for teaching and learning to the next level."

A mid-career professional and student in the MCT MTeach

All MCT MTeach students complete 60 Days of teaching professional experience in schools.

Experienced classroom teachers mentor our students. They:

  • share their content knowledge
  • model effective teaching practice
  • provide constructive, scaffolded feedback using the professional teaching standards
  • facilitate the MCT students’ reflexive professional practice
  • fulfil a supportive mentoring role.

Professional experience provides an opportunity to link theory with professional practice in classroom settings within a developmental framework.

For a February 2023 intake:

  • Year 1: Students complete two 15-day placements (end of Session 1 and Session 2).
  • Year 2: Students complete a 30-day placement in Session 2.

MCT MTeach students commence a paid paraprofessional placement in a Department of Education school commencing session two of year one and this placement continues into the second year.

Students must be available two to three days per week for their paraprofessional placement.

Paraprofessional placements are coordinated by the NSW Department of Education in consultation with students.

Dr Janet Dutton – MTeach (Secondary) Course Director and MCT MTeach Project Lead

Janet DuttonDr Janet Dutton has extensive experience as a lecturer in teacher education, leader of teacher professional development and as Head Teacher in government and independent schools.

Dutton has worked developing assessment and curriculum at national and state level, and was the Chief Examiner, English for the NSW Higher School Certificate, 2011–2016.

Areas of specialty include secondary English curriculum and HSC English, creative literacy pedagogy, teacher motivation and retention, and teacher identity, voice and reflective practice.

One of the most important things we can do as an initial teacher education provider and as experienced teachers is to create a learning environment that reflects the needs of mid-career professionals, so they are adequately prepared for returning to university and entering the teaching profession. Our MCT MTeach Program is designed to do this. This bespoke program is tailored to the needs and life stage of adult learners transitioning to their next career.

Rose Garofano – Mentor Lead

Rose GarofanoRose Garofano has more than 29 years’ experience teaching and leading within non-government and independent schools, and has held positions such as the Assistant Principal Curriculum at Oakhill College and Head
of Learning and Pedagogy at Gilroy Catholic College.

Garofano holds a Masters of Educational Leadership and is a sessional academic and unit convenor at Macquarie Education and is the Mentor Lead for the mid-career transition to teaching program.

"As Mentor Lead, I work closely with our cohort of students in the MCT MTeach Program as they progress through their studies and transition into their new career as secondary teachers. This is a rewarding role as I can share insights from my experience as a teacher and school leader, to better prepare our students for teaching in Australian schools and to ensure they are set up for a successful career in our profession."

All MCT students will benefit from membership of the INSITE Network. This network brings together university and school-based initial teacher educators to create a professional network with shared responsibility for shaping the skills of mid-career professionals as they transition into the teaching profession.

The benefits of this network include:

  • professional learning programs and events
  • specialised resource development
  • the creation of a professional network for students and their in-school mentors.
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Last updated: 29 Mar 2023