1. Why Secondary School Teachers Are In Demand in Australia
Australia is experiencing a deepening teacher shortage that the federal government has designated as a national priority. The crisis is driven by three structural factors: an ageing teaching workforce with a significant proportion of teachers approaching retirement, declining enrolments in domestic teaching degrees (particularly in STEM education), and growing student populations in both metropolitan and regional schools.
The shortage is most acute in specific subject areas. Mathematics, physics, chemistry, design and technology, and languages other than English (LOTE) face the most critical gaps. Special education teachers are also in exceptionally high demand across every state and territory. Teachers in these specialisations are actively recruited through priority state nomination programs and may receive invitations at lower points thresholds than the general teaching pool.
For immigration purposes, the critical shortage classification means that teaching offers one of the more accessible skilled visa pathways. Home Affairs publishes the minimum points invited per occupation for each round, every state and territory nominates teachers, and employer- sponsored pathways through schools are readily available, particularly in regional areas.
2. Visa Pathways for Secondary School Teachers
Secondary school teachers (ANZSCO 241411) are listed on the Medium and Long-term Strategic Skills List (MLTSSL), providing access to the broadest range of skilled visa subclasses. Four primary pathways are available:
Note: Unlike electricians and motor mechanics, teachers do not currently have the Subclass 186 Direct Entry stream listed as a primary pathway. However, the 186 is accessible as a transition from the 482 TSS visa after of employer sponsorship.
3. AITSL Skills Assessment
The Australian Institute for Teaching and School Leadership (AITSL) is the designated skills assessing authority for secondary school teachers. AITSL assesses whether your teaching qualifications and experience meet the Australian Professional Standards for Teachers at the Graduate level. This assessment is where most offshore applicants face the greatest challenge.
Qualification requirements
AITSL requires an initial teacher education (ITE) qualification of at least four years duration (or equivalent) that includes:
- A minimum of one year of pedagogical study focused on the theory and practice of teaching at the secondary level
- At least 45 days of supervised teaching practicum in a secondary school setting (aligned with Australian standards)
- Subject content knowledge sufficient to teach at least one secondary curriculum area
- The qualification must include both academic discipline study and professional teaching methodology
Common qualification structures that meet AITSL requirements:
- Four-year Bachelor of Education (Secondary)
- Three-year bachelor's degree in a teaching subject area plus a one-year Graduate Diploma of Education (Secondary) or equivalent postgraduate teaching qualification
- Five-year combined or double degree (e.g., BA/BTeach)
The practicum problem
The supervised practicum requirement is where most offshore applicants encounter difficulty. Many international teaching systems do not include structured practicum components that align with Australian standards. Teachers from systems without a formal practicum — or where the practicum was significantly shorter than 45 days — may need to complete a bridging qualification in Australia before receiving a positive AITSL assessment. This can add to the overall timeline.
English language requirements
Processing and fees
Supplementary assessments (if required for additional teaching areas) incur additional fees. An expedited service is available at a premium rate for time-sensitive applications.
4. Points Score Requirements
How points are calculated
| Factor | Points available | Typical teacher profile |
|---|---|---|
| Age (25–32) | 30 | 30 |
| Overseas experience (3–4 yrs) | 5 | 5 |
| Overseas experience (5–7 yrs) | 10 | — |
| Qualification (bachelor's degree) | 15 | 15 |
| Qualification (master's or PhD) | 20 | — |
| State nomination (190) | 5 | 5 |
| Regional nomination (491) | 15 | 15 |
Visa pathway comparison
| Factor | 189 | 190 | 491 | 482 |
|---|---|---|---|---|
| Visa type | Permanent | Permanent | Provisional (5 yr) | Temporary (4 yr) |
| Points required | 65–80 | 65–75 (+5 nom.) | 65 (+15 regional) | N/A (employer) |
| Employer needed | No | No | No (state nom.) | Yes (school) |
| Regional requirement | No | No (state chooses) | Yes (3 years) | No |
| PR outcome | Immediate PR | Immediate PR | PR via 191 after 3 yrs | PR via 186 after 2–3 yrs |
5. State Nomination Options
Teaching is one of only a handful of occupations nominated by every Australian state and territory. The breadth of nominations reflects the nationwide nature of the teacher shortage. STEM, LOTE, and special education teachers are prioritised across all jurisdictions.
New South Wales
NSW is the largest employer of teachers in Australia and actively nominates through both 190 and 491 streams. Priority subjects include mathematics, physics, chemistry, and languages. Regional NSW — particularly western NSW and the North Coast — has acute shortages and offers dedicated recruitment programs through the NSW Department of Education.
Victoria
Victoria has strong demand for secondary teachers across metropolitan Melbourne and regional areas. The state prioritises STEM subjects and special education. The Victorian Department of Education runs the Teach Victoria program, actively recruiting international teachers with priority subject qualifications.
Queensland
Queensland nominates teachers for 190 and 491 visas, with particularly strong demand in regional and remote communities. North Queensland and outback schools face the most acute shortages. Teachers willing to work in remote locations often receive priority processing and additional financial incentives from the Queensland Department of Education.
South Australia
SA offers one of the most accessible nomination pathways for teachers. The state actively recruits STEM and LOTE teachers through its state nomination program, with generally lower competition than NSW and VIC. Regional South Australia has particularly strong demand.
Western Australia
WA nominates secondary teachers with strong demand in regional and remote communities, particularly in the Pilbara, Kimberley, and Goldfields regions. The WA Department of Education offers remote area teaching packages with housing, utilities, and additional leave entitlements.
Tasmania
Tasmania actively recruits teachers through 190 and 491 nominations. The state offers a lower-competition environment than mainland states, with STEM teachers in particular demand. Cost of living is lower, and the state government provides targeted support for skilled migrants settling in Tasmania.
Northern Territory
The NT has the most acute teacher shortage nationally, particularly in remote Indigenous communities. Teachers willing to work in remote locations receive significant financial incentives (housing, flights, retention bonuses) and priority nomination processing. The NT Department of Education actively sponsors 482 visas for immediate classroom placement.
Australian Capital Territory
The ACT nominates teachers through its Canberra Matrix program, which scores applicants against ACT-specific criteria. STEM teachers with Canberra connections (previous residence, job offer, or family) receive priority. The ACT is smaller than other jurisdictions but has consistent demand, particularly in public secondary schools.
6. Your Step-by-Step Pathway
Follow these steps to move from initial assessment to a teaching career and permanent residency in Australia: