Australia Visa Requirements for Teachers

Teacher Migration to Australia: Executive Summary

A strong teacher-migration strategy should establish:

1. the correct migration assessing authority;
2. the qualifying initial teacher education structure;
3. the amount and age range of supervised teaching practice;
4. the nominated teaching occupation;
5. the teacher-registration pathway;
6. which employment can support points;
7. the English evidence required at each stage;
8. the strongest present visa or employer-sponsored route.

The three systems in Australian teacher migration

Overseas-qualified teachers often need to navigate three separate systems.

The processes are connected but separate

An applicant may:

• receive a positive migration assessment but not yet hold registration;
• obtain state teacher registration but still require an AITSL or ACECQA assessment;
• have a positive assessment and registration but insufficient migration points;
• have employer interest but unresolved registration;
• qualify for skilled migration but remain uncompetitive for invitation.

AITSL versus ACECQA for teacher migration assessments

The correct assessing authority depends on the nominated teaching occupation.

Early Childhood Teacher changed assessing authority

Early Childhood Teacher migration assessments should not now be directed to AITSL.

Applicants should use ACECQA’s migration-assessment pathway and distinguish it from:

• an ordinary qualification assessment;
• recognition under the National Quality Framework;
• state registration or accreditation requirements;
• the later visa process.

An existing old assessment should be reviewed carefully

Applicants holding an earlier assessment should check:

• who issued it;
• its validity period;
• the occupation assessed;
• whether a new application is required for the intended pathway.

Teaching occupations in Australian migration

Teaching occupations commonly include:

• Early Childhood (Pre-primary School) Teacher;
• Primary School Teacher;
• Middle School Teacher;
• Secondary School Teacher;
• Special Needs Teacher;
• Teacher of the Hearing Impaired;
• Teacher of the Sight Impaired;
• Special Education Teachers not elsewhere classified.

The occupation should not be selected from demand alone

The applicant may prefer an occupation because:

• a state currently lists it;
• an employer advertises vacancies;
• invitation results appear favourable;
• it attracts stronger regional demand.

The occupation still needs to be supported by:

• the initial teacher education qualification;
• the supervised practice age group;
• specialist study;
• recent teaching work;
• professional evidence.

Recent employment cannot always change the assessed occupation

A Secondary-trained teacher may later teach in a primary school.

A Primary-trained teacher may teach older students in a combined school.

Employment experience is relevant, but the migration assessment may remain anchored in:

• the qualification;
• the formal teaching specialisation;
• the supervised teaching practice.

The four-year study requirement for school teachers

AITSL generally assesses whether the applicant has completed at least four years of higher education study, including a relevant initial teacher education qualification.

Possible qualification structures

The required study may be completed through structures such as:

• a four-year Bachelor of Education;
• a three-year bachelor degree plus a one-year postgraduate teaching qualification;
• a bachelor degree plus a two-year Master of Teaching;
• another combination of higher education that includes qualifying initial teacher education.

Four calendar years of attendance are not always four years of recognised higher education

The assessment may need to consider:

• the formal duration of each award;
• recognised higher education level;
• credit transfer;
• advanced standing;
• overlapping study;
• whether the teaching qualification is initial teacher education.

A short teaching certificate may not qualify

Programs designed for:

• professional development;
• language teaching;
• training adults;
• education leadership;
• subject methodology

may not amount to an initial teacher education qualification.

Experience does not replace the qualification structure

An applicant may have taught for ten or fifteen years.

That experience does not automatically cure:

• insufficient higher education duration;
• absence of initial teacher education;
• missing supervised teaching practice;
• the wrong age-group focus.

What is an initial teacher education qualification?

An initial teacher education qualification is a program that prepares a person to enter the teaching profession.

It commonly includes:

• education theory;
• curriculum and pedagogy;
• assessment;
• classroom practice;
• child or adolescent development;
• supervised teaching practice;
• professional teaching standards.

An academic education degree may not be teacher qualifying

A person may hold:

• a Master of Education;
• a degree in educational leadership;
• a qualification in curriculum studies;
• a postgraduate education-research award.

Those qualifications may be valuable but not necessarily qualify the applicant to enter the teaching profession.

The qualification title is not decisive

Programs called:

• Diploma in Education;
• Postgraduate Certificate in Education;
• Bachelor of Teaching;
• Master of Teaching;
• Professional Diploma in Education

must be assessed by reference to their level, duration, content and professional outcome.

Teacher registration overseas may assist but not replace assessment criteria

An applicant may be fully registered in another country.

AITSL or ACECQA may still require evidence that the underlying qualification satisfies the Australian migration-assessment standard.

Supervised teaching practice

Supervised teaching practice is often one of the most important parts of a teacher migration assessment.

The evidence should generally identify

• the exact number of supervised practice days;
• the dates or periods of placement;
• the school or educational setting;
• the age range or year levels taught;
• that the practice was formally supervised;
• that it was assessed as part of the teaching qualification;
• the awarding institution.

A transcript entry may not be enough

A transcript may contain a unit called:

• Teaching Practice;
• Professional Experience;
• School Placement;
• Practicum.

That may not establish:

• how many days were completed;
• which ages were taught;
• whether the practice was supervised;
• whether it was completed successfully.

Employment should not be assumed to replace supervised practice

An applicant may have years of paid teaching work.

Paid employment and supervised teaching practice are not necessarily interchangeable.

The supervised practicum is normally part of the qualifying teacher education program and should be documented as such.

The age range matters

A practicum completed entirely with:

• secondary students;
• primary-aged children;
• early childhood learners;
• special-needs students

may support one occupation more strongly than another.

Missing practicum evidence should be investigated early

Applicants may need to obtain:

• a university practicum statement;
• archived placement records;
• a formal letter confirming days and age groups;
• certified academic documents.

This should be done before building the EOI or visa strategy around the occupation.

Primary School Teacher versus Secondary School Teacher

Teaching outside the original specialisation does not automatically change the migration occupation

Schools may assign teachers flexibly.

A teacher trained for secondary education may later work in:

• a middle school;
• a combined school;
• upper primary;
• alternative education.

The migration occupation should still be based on the full qualification and practicum record.

Subject specialisation can affect employability

For Secondary School Teachers, employer demand may be influenced by subjects such as:

• mathematics;
• physics;
• chemistry;
• technology;
• special education;
• languages;
• other hard-to-fill curriculum areas.

However, subject demand does not replace:

• teacher qualification;
• registration;
• skills assessment;
• visa eligibility.

Early Childhood Teacher migration and ACECQA

ACECQA is the migration assessing authority for Early Childhood (Pre-primary School) Teacher.

The migration assessment is separate from an ordinary qualification assessment

Applicants should distinguish:

• ACECQA migration skills assessment;
• qualification recognition under the National Quality Framework;
• early childhood teacher registration or accreditation;
• state nomination;
• the visa application.

Qualification alignment matters

The assessment may consider whether the applicant holds:

• an approved early childhood teaching qualification;
• a qualification considered equivalent;
• appropriate early childhood professional content;
• relevant supervised practice;
• required supporting documents.

Childcare experience is not automatically Early Childhood Teacher employment

An applicant may work as:

• educator;
• room leader;
• childcare worker;
• centre administrator;
• early childhood teacher.

Those roles involve different:

• qualification levels;
• professional responsibilities;
• migration occupations;
• employment evidence.

Primary teaching and early childhood teaching should not be conflated

A Primary School Teacher qualification may include younger children.

That does not automatically establish an Early Childhood Teacher assessment.

The early childhood qualification and age-range requirements should be examined separately.

Special education teaching occupations

Special education migration occupations may include:

• Special Needs Teacher;
• Teacher of the Hearing Impaired;
• Teacher of the Sight Impaired;
• Special Education Teachers not elsewhere classified.

General teaching experience is not enough

The applicant may need evidence of:

• an appropriate teacher qualification;
• specialist study;
• supervised teaching practice in the relevant setting;
• work with the relevant student group;
• specialised teaching responsibilities.

Inclusive classroom experience should be distinguished from special-needs teaching

Most classroom teachers work with students who have additional needs.

That does not automatically make the applicant a Special Needs Teacher.

The specialist occupation may require evidence that special education was a central and substantial part of:

• qualification;
• practicum;
• employment;
• professional responsibility.

Teacher aide work is not the same as teacher employment

Employment as a:

• teacher aide;
• learning-support officer;
• education assistant;
• disability-support worker

should not automatically be claimed as skilled teacher employment.

Teacher registration in Australia

Teacher registration is generally administered at state or territory level.

It is separate from the AITSL or ACECQA migration assessment.

Registration may consider

• teacher qualifications;
• professional experience;
• English language proficiency;
• criminal history;
• professional suitability;
• identity;
• Working With Children requirements;
• recency of practice;
• provisional or full registration standards.

A positive AITSL assessment does not grant teacher registration

An applicant may be suitable for migration assessment but still need to:

• apply to the state registration authority;
• provide additional documents;
• satisfy registration English;
• complete suitability checks;
• meet jurisdiction-specific requirements.

Registration does not replace the migration assessment

A teacher may hold registration in an Australian state or territory.

If the visa pathway requires a migration skills assessment, registration alone may not satisfy that requirement.

Employers may impose further requirements

Schools may also require:

• approval to teach in a government system;
• denominational or sector approval;
• subject-area evidence;
• Working With Children clearance;
• curriculum familiarity;
• local professional references.

English requirements for teacher migration

English should be assessed separately for:

• AITSL or ACECQA assessment;
• teacher registration;
• visa eligibility;
• migration points;
• employment.

English for AITSL assessment

AITSL requires applicants to satisfy its current English criterion as well as the qualification criterion.

The applicant should confirm:

• whether study-based evidence is accepted;
• whether testing is required;
• the accepted test;
• component-score requirements;
• test validity;
• the rules applying at the date of application.

English for ACECQA

Early Childhood Teacher applicants should apply the English requirements of the current ACECQA migration-assessment pathway.

English for teacher registration

Registration authorities may have their own English evidence rules.

A migration-assessment result should not be assumed to satisfy every registration authority automatically.

English for migration points

• Competent English generally contributes no points;
• Proficient English contributes 10 points;
• Superior English contributes 20 points.

A stronger test result can change competitiveness

For teachers, higher English may improve:

• the EOI score;
• subclass 189 prospects;
• state nomination competitiveness;
• employer confidence.

Higher migration English cannot cure a qualification defect

Twenty English points do not replace:

• four years of qualifying higher education;
• initial teacher education;
• supervised teaching practice;
• occupation alignment.

Read more about English Requirements for Australian Skilled Migration.

AITSL Skilled Employment Statement

AITSL offers an optional Skilled Employment Statement for relevant teaching employment.

It may assist an applicant in supporting points-test employment claims.

The employment statement is separate from the occupation assessment

A positive skills assessment establishes suitability for the teaching occupation.

It does not automatically establish every claimed employment period.

Employment may need to be relevant or closely related

The analysis may consider:

• the occupation assessed;
• student age group;
• school setting;
• dates;
• hours;
• professional level;
• whether the applicant was employed as a teacher;
• the underlying qualification date.

An optional statement does not remove Home Affairs scrutiny

Home Affairs may still assess:

• the points claimed;
• employment relevance;
• document consistency;
• the applicant’s entitlement at invitation.

Teaching employment evidence

A teaching reference should establish more than the title “teacher.”

Core employment details

Useful evidence commonly includes:

• school or employer name;
• campus and location;
• job title;
• exact start and end dates;
• full-time or part-time status;
• hours worked;
• salary;
• student age group or year level;
• subjects taught;
• professional teaching duties;
• referee position and authority.

Supporting payment evidence

Documents may include:

• payslips;
• bank statements;
• tax records;
• employment contracts;
• appointment letters;
• government service records;
• social insurance records.

Generic references create occupation problems

A letter stating:

Anita worked as a Teacher and performed teaching duties.

may not establish:

• Primary or Secondary School Teacher;
• student ages;
• subject specialisation;
• hours;
• professional level.

School level should be explained clearly

Overseas school structures may not use Australian terminology.

The reference should identify:

• student ages;
• year or grade levels;
• curriculum stage;
• whether the school is primary, middle or secondary.

Teaching employment and migration points

Employment should not be claimed merely because it occurred in an education setting.

Work requiring separate analysis includes

• teaching assistant work;
• tutoring;
• lecturing;
• training adults;
• childcare work;
• education administration;
• curriculum coordination;
• school counselling;
• online instruction.

Employment before qualification may be problematic

An applicant may have taught before completing the qualifying initial teacher education award.

That employment should be assessed carefully rather than automatically included.

Teaching outside the assessed occupation may still be related—but not automatically

A Secondary School Teacher may later teach:

• middle school;
• upper primary;
• adult education.

The relationship between that work and the assessed occupation should be examined before claiming points.

An invitation can expose unsupported employment

A higher EOI score may produce an invitation.

If the employment cannot be proved, the invited score may not be maintainable.

Read more about Australian Migration Points.

Subclass 189 visa for teachers

Subclass 189 is a permanent independent skilled visa.

When subclass 189 may be viable

It may be strongest where:

• the teaching occupation is eligible;
• the applicant holds a suitable assessment;
• the defensible points score is competitive;
• English is strong;
• invitation settings support the occupation;
• the evidence is ready.

A positive assessment does not guarantee invitation

A teacher may remain uninvited because:

• the occupation receives limited invitations;
• the score is too low;
• employment points are overstated;
• other applicants rank higher;
• the EOI remains active while age or documents change.

Subclass 190 visa for teachers

Subclass 190 is a permanent visa requiring state or territory nomination.

Why teachers consider subclass 190

Nomination can:

• add five points;
• provide a state-based selection route;
• recognise local teaching employment;
• target workforce shortages;
• support applicants who are not competitive for subclass 189.

States may distinguish between teaching occupations

A jurisdiction may prioritise:

• Secondary School Teachers;
• special education teachers;
• Early Childhood Teachers;
• regional teachers;
• specified curriculum areas;
• teachers already working locally.

Meeting published criteria does not guarantee nomination

The jurisdiction may also consider:

• residence;
• employment;
• salary;
• English;
• points;
• registration;
• occupation priority;
• nomination allocation.

Subclass 491 visa for teachers

Subclass 491 is a five-year provisional regional skilled visa.

It may involve:

• state or territory nomination; or
• eligible-family sponsorship under the applicable pathway.

It contributes 15 points.

Why subclass 491 may suit teachers

Regional demand may exist in:

• regional public schools;
• remote schools;
• independent schools;
• Catholic education systems;
• special education;
• hard-to-fill secondary subjects;
• early childhood services.

The regional pathway must be genuine

The applicant and family should be able to:

• live in designated regional Australia;
• work and settle regionally;
• comply with applicable visa conditions;
• maintain the pathway toward a later subclass 191 application.

Permanent residence is not automatic

Subclass 491 does not automatically become permanent after three years.

A separate subclass 191 application is required where the later criteria are met.

Employer sponsorship for teachers

Employer sponsorship may be stronger than points-tested migration where a school or education provider has a genuine vacancy.

Potential employers may include

• government education departments;
• independent schools;
• Catholic education systems;
• regional schools;
• special education providers;
• eligible early childhood employers.

Potential sponsored pathways

Depending on the occupation, employer and applicant, pathways may include:

• Skills in Demand visa, subclass 482;
• Employer Nomination Scheme, subclass 186;
• Skilled Employer Sponsored Regional visa, subclass 494;
• labour-agreement pathways where available.

Employer interest does not replace registration

A school may wish to employ the applicant.

The applicant may still need:

• teacher registration;
• the correct migration occupation;
• the required qualifications;
• English;
• the visa criteria;
• school-system approval.

The role must match the occupation

An education employer may offer work involving:

• classroom teaching;
• teacher aide duties;
• tutoring;
• curriculum support;
• administration.

The existence of an education-sector role does not make it an eligible teacher position.

Subclass 186 and 494 pathways for teachers

Subclass 186

The Employer Nomination Scheme may provide permanent residence where:

• the employer is eligible;
• the role is genuine;
• the occupation is available under the relevant stream;
• the teacher satisfies qualification, experience and registration requirements;
• the nomination and visa criteria are met.

Subclass 494

The subclass 494 visa may provide a regional employer-sponsored pathway.

It is provisional and may lead to a later permanent pathway where the applicant satisfies the applicable requirements.

Sponsorship may be strategically stronger where

• the teacher has a hard-to-fill specialisation;
• a regional school has a genuine vacancy;
• the SkillSelect score is weak;
• no state nomination pathway is available;
• the applicant is approaching the points-tested age limit;
• registration is obtainable.

Read more about Employer-Sponsored Visas Australia.

Onshore versus offshore teaching applicants

Onshore teachers

An onshore applicant may benefit from:

• Australian study;
• local teacher registration;
• Australian school experience;
• state residence;
• regional employment;
• local employer relationships.

However, being onshore does not guarantee nomination or sponsorship.

Offshore teachers

An offshore applicant may be stronger where:

• the occupation is prioritised;
• the qualification and practicum are clear;
• English is strong;
• teaching experience is recent;
• a state accepts offshore applicants;
• a school is willing to sponsor.

Registration timing can affect employer interest

An employer may be unwilling to progress sponsorship until:

• registration eligibility is confirmed;
• documents have been assessed;
• the applicant can lawfully teach;
• the starting timetable is realistic.

State nomination strategy for teachers

State nomination involves three separate questions:

1. Can the teacher satisfy the federal subclass 190 or 491 criteria?
2. Does the teacher satisfy the jurisdiction’s pathway?
3. Will the jurisdiction select the teacher from the eligible pool?

States may consider

• occupation;
• teaching specialisation;
• local registration;
• employment;
• salary;
• residence;
• regional location;
• English;
• points;
• available allocation.

Broad teacher demand does not create equal state access

One jurisdiction may prioritise:

• Secondary School Teachers;
• special education;
• Early Childhood Teachers;
• teachers currently employed regionally.

Another may not accept the same offshore profile.

Read more about State Nomination Strategy Australia.

How to choose the strongest teacher-migration pathway

What I see in teacher migration matters

The applicant has taught for years but lacks initial teacher education

The applicant holds:

• a subject degree;
• a short teaching certificate;
• many years of school employment.

The teaching experience is substantial.

The qualification may still not meet the migration-assessment standard.

The practicum letter does not identify the age group

The university confirms 60 days of supervised practice.

It does not say whether the students were:

• primary;
• secondary;
• early childhood;
• special education.

The evidence does not yet support the nominated occupation clearly.

The transcript says “Teaching Practice” but gives no days

The applicant assumes the unit title is sufficient.

AITSL requires a proper university statement identifying the supervised practice.

The applicant tries to replace missing practicum with employment

The teacher has ten years of paid classroom work.

The original qualification included no documented supervised teaching practice.

Employment should not automatically be treated as a substitute.

The applicant chooses Primary School Teacher because a state appears favourable

The applicant holds:

• a science degree;
• a secondary teaching qualification;
• secondary supervised practice.

One recent year of primary teaching does not necessarily change the assessment occupation.

The applicant holds a Master of Education but not a teacher-qualifying award

The master’s degree focuses on:

• education policy;
• leadership;
• research.

It contains no supervised classroom practice.

Its title does not make it initial teacher education.

An Early Childhood Teacher applies to AITSL

The applicant follows an outdated online guide and prepares the wrong application.

The current migration assessing authority is ACECQA.

The applicant has teacher registration but no migration assessment

Registration allows the applicant to teach in that jurisdiction.

The SkillSelect pathway may still require a separate AITSL or ACECQA assessment.

The positive skills assessment is read as an employment assessment

The teacher assumes the positive outcome proves:

• all years of employment;
• the claimed points;
• state nomination eligibility.

The occupation assessment and skilled employment analysis are separate.

The employer is interested but registration is unresolved

A regional school wants the teacher to start in the next term.

The applicant has not yet established:

• registration eligibility;
• document availability;
• English compliance;
• a realistic commencement date.

The applicant relies on subject demand without subject preparation

The applicant says they are a mathematics teacher because they have taught some mathematics classes.

The qualification and teacher education do not demonstrate sufficient mathematics preparation.

Employer demand does not replace professional preparation.

The applicant rejects regional teaching

A credible school-sponsored or subclass 491 pathway exists regionally.

The applicant waits for a metropolitan pathway that may not become available.

Fictional worked example: Secondary qualification and later primary teaching

Common teacher-migration mistakes

Choosing the occupation from teaching experience alone

The initial teacher education qualification and practicum remain central.

Applying to the wrong assessing authority

Early Childhood Teacher migration assessments are handled by ACECQA rather than AITSL.

Assuming any four years of study will qualify

The study must include an appropriate initial teacher education qualification.

Treating a Master of Education as teacher qualifying

An academic education degree may not prepare a person to enter the teaching profession.

Submitting a practicum letter without the number of days

The authority may not be able to verify supervised practice.

Submitting practicum evidence without student age ranges

The evidence may not support Primary, Secondary or another nominated occupation.

Using employment to replace missing supervised practice

Paid work should not be assumed to cure deficient initial teacher education evidence.

Choosing Primary Teacher after recent primary employment

Recent work does not necessarily change the occupation supported by the qualification.

Choosing Secondary Teacher without subject preparation

Employer demand does not replace appropriate teacher education and curriculum preparation.

Confusing migration assessment with teacher registration

A positive AITSL or ACECQA outcome does not itself authorise teaching.

Confusing registration with migration assessment

State registration may not replace the skills assessment required for migration.

Claiming teaching-assistant work as teacher employment

The role and professional level must be examined.

Claiming tutoring or lecturing automatically

Those forms of work may not align with the nominated school-teacher occupation.

Assuming a positive assessment proves employment points

Occupation suitability and skilled employment are separate issues.

Assuming 65 points guarantees invitation

The minimum threshold is not a universal competitive score.

Assuming teacher shortages guarantee state nomination

State selection remains occupation-specific and competitive.

Selecting subclass 491 only for the 15 points

Regional residence and employment must be genuinely workable.

Assuming subclass 491 automatically becomes permanent

A separate subclass 191 application is required.

Accepting employer sponsorship without checking registration

The applicant must be able to lawfully perform the teaching role.

Ignoring employer sponsorship

A teacher may be more competitive for a genuine regional vacancy than through SkillSelect.

Australia Visa Requirements for Teachers: Frequently Asked Questions

Can teachers migrate permanently to Australia?

Potentially. Teachers may pursue subclass 189, subclass 190, employer-sponsored permanent residence or a later permanent pathway following an eligible regional provisional visa.

Which authority assesses teachers for migration?

AITSL assesses relevant school-teacher occupations. ACECQA assesses Early Childhood (Pre-primary School) Teacher for migration.

Does AITSL assess Early Childhood Teachers?

No. Early Childhood Teacher migration skills assessments are now handled by ACECQA.

Is a teacher migration assessment the same as teacher registration?

No. The migration assessment supports a visa process. Teacher registration determines whether the person may teach in a particular Australian jurisdiction.

Do teachers need four years of university study?

AITSL generally requires at least four years of higher education study, including an appropriate initial teacher education qualification.

Can a three-year bachelor degree and one-year teaching qualification qualify?

Potentially, where the qualifications together meet the required level, duration, initial teacher education and supervised practice criteria.

Does a Master of Education count as initial teacher education?

Not automatically. The qualification must be designed to prepare the applicant to enter the teaching profession and include the required professional components and supervised practice.

What is supervised teaching practice?

It is formally supervised and assessed classroom practice completed as part of the qualifying teacher education program.

Can paid teaching employment replace supervised teaching practice?

It should not be assumed to do so. Supervised practice is normally a formal component of initial teacher education.

What should a practicum letter contain?

It should generally identify the number of days, dates or periods, school setting, student ages or year levels, supervision and successful assessment.

Can a Secondary-trained teacher nominate Primary School Teacher?

Not merely because they later taught primary students. The qualification and supervised practice must support the nominated occupation.

Can a Primary-trained teacher nominate Secondary School Teacher?

Only where the qualification and supervised teaching practice satisfy the Secondary School Teacher assessment criteria.

Can childcare work count as Early Childhood Teacher employment?

Not automatically. The role, qualification level and professional responsibilities must support Early Childhood Teacher rather than another childcare occupation.

Can a teacher aide claim teacher employment points?

Not automatically. Teacher aide and classroom teacher roles involve different levels of professional responsibility.

Can university lecturing count as school-teacher employment?

Not automatically. The relevance to the nominated school-teacher occupation must be assessed.

What is an AITSL Skilled Employment Statement?

It is an optional statement summarising relevant skilled teaching employment for possible use in the skilled migration points test.

Does a positive AITSL assessment confirm all my employment?

No. The occupation assessment and employment-points analysis are separate.

Do teachers need English testing?

It depends on the assessment, registration and visa requirements and whether an accepted study-based pathway applies.

Does competent English give migration points?

Competent English generally gives no points. Proficient English gives 10 points and superior English gives 20.

Is 65 points enough for a teacher visa?

It is the general minimum for the relevant points-tested pathways, but it does not guarantee invitation or nomination.

Which visa is best for teachers: 189, 190 or 491?

The strongest pathway depends on occupation, assessment, points, state access, registration, employment and willingness to live regionally.

Can teachers obtain subclass 482 sponsorship?

Potentially, where an eligible employer offers a genuine teaching role and the applicant satisfies registration, occupation, nomination and visa requirements.

Can teachers obtain subclass 186 permanent residence?

Potentially, where the employer, role, occupation, experience, registration and relevant stream requirements are satisfied.

Can teachers obtain subclass 494 regional sponsorship?

Potentially, where an eligible regional employer nominates a genuine teaching position and the applicant satisfies the requirements.

Does an employer offer remove the need for teacher registration?

No. The applicant must still satisfy the professional requirements needed to perform the role.

Can offshore teachers receive state nomination?

Potentially, where the state accepts offshore applicants and the occupation and profile align with current criteria and priorities.

Does subclass 491 automatically become permanent after three years?

No. The holder must later qualify for and lodge a separate subclass 191 application.

Do teacher shortages guarantee a visa?

No. Shortages do not replace assessment, registration, English, points, nomination, sponsorship or evidence requirements.

Official teacher and migration resources

• 
  AITSL — Migrate to Australia
  
• 
  AITSL — Apply for a skills assessment
  
• 
  AITSL — Migration assessment FAQs
  
• 
  AITSL — Skilled Employment Statement
  
• 
  AITSL — Teacher registration
  
• 
  ACECQA — Early Childhood Teacher migration assessment
  
• 
  ACECQA — Early childhood teacher registration and accreditation
  
• 
  Department of Home Affairs — Skills assessments
  
• 
  Department of Home Affairs — SkillSelect
  
• 
  Department of Home Affairs — Skills in Demand visa
  

Assess your teacher-migration pathway

A paid consultation can assess your qualifications, supervised teaching practice, AITSL or ACECQA pathway, nominated occupation, English, teacher-registration position, skilled employment, migration points, state nomination and employer-sponsored options.

The purpose is to identify which teaching occupation and migration pathway your actual qualification and professional background can support before significant time and money are committed.

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