Professional Learning

The Induction Guide

As a teacher new to a school, this induction guide takes you through the three phases of induction, and can help you to identify:

  • what your induction may comprise of
  • who will be responsible
  • when and where this might happen.
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Pre-Commencement

This is the first phase of induction, it deals with preparation and introduction/welcome and takes place prior to commencement of teaching.  It includes orientation which is the introduction to the profession, the employer and the workplace.

Preparing

  • Receive 'welcome kit' from the school.
  • School visit arranged
  • Invited to curriculum days, planning sessions and to work in the classroom
  • Initial support person - a "Buddy" – is allocated for the purpose of orientation during the first weeks of employment

Introduction and Welcome

  • Meeting with Principal, to include: tour, job and full registration requirements, and general employment conditions
  • Welcome and introduction to other staff; including Professional Learning Team or unit
  • Grade/class allocation and timetable provided – there should be at least 5% reduced scheduled duties over the school week for graduate teacher in first 12 months
  • Opportunity to examine the calendar - key assessment dates, requirements, etc.
  • Opportunities to plan curriculum and participate in school planning days
  • Planned activity provided including school philosophy; curriculum structure; induction into the community
  • Introduction to buddy; immediate induction needs of the teacher identified; opportunity to work with buddy in the classroom provided
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Laying Foundations

This phase relates to the first term; while the first few weeks of teaching are about supporting new teachers in ‘finding their feet’, the focus of this period is to lay the foundations enabling teachers to further develop and extend their practice.

  • Contact with Principal or Assistant Principal on daily basis
  • Welcome lunch; morning tea for new staff
  • Daily discussions between buddy and teacher to identify immediate needs; shadowing opportunities provided
  • Continued contact with Principal (providing feedback and acknowledgement)
  • Opportunities to observe other teachers' lessons are arranged
  • Regular sessions organised for new teachers to meet and share common experiences
  • Extra-curricular activities determined to avoid conflict with developing teaching and learning practice
  • Collaborative curriculum planning opportunities provided
  • Support network established, where needed, for skill development (e.g. classroom management skills);
    encourage access to professional learning
  • Meetings held with buddy; support team teaching to take place; shadowing continues
  • Formal mentoring relationship begins in Week 6
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Continuing Professional Growth

This phase relates to the first year, emphasising the need to respond to individual professional learning needs.

  • Continued opportunities for observing in classroom with focus on developing teaching practice
  • Opportunities provided for professional dialogue with peers; off-site opportunities are explored and accessed
  • New teachers supported to identify teaching practice needs using Standards of Professional Practice (PDF - 1.5Mb)
  • Collaborative planning time provided; access to professional learning opportunities and documentation of all professional activities undertaken encouraged
  • Formal regular meetings held between mentor and mentoree; discussions support analysis of teaching and learning
  • Provisionally registered teachers attend VIT forums
  • Evaluation of induction program undertaken at regular intervals, see: Induction - Evaluation Sheet (Word - 53Kb)
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Expected Outcomes

On completion of your induction, you can expect to...

  • have a clear understanding of what you are and are not expected to do
  • know who to approach for information and guidance
  • know your ideas are listened to and you are valued and acknowledged
  • use feedback and reflection to help develop confidence and a belief in what you are doing
  • be able to demonstrate and share your passion for teaching and learning both in and out of the classroom
  • be able to demonstrate your commitment to maximising the learning opportunities of your students
  • ably act in the best interests of the students
  • be encouraged to continue to develop and learn
  • feel supported and a part of this school community
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More information

A Starting Point: Induction Guide provides further details on school induction. Although it is written for those conducting an induction, it does provide some useful information including individual's responsibilities at each of the stages of induction, see: