AUSSIE EDUCATOR

Beginning Teachers

Beginning teachers can face anticipation, uncertainty, stress, concern, even fear when first taking up a teaching position. They have to implement all they have learned in the most effective way, create relationships with students, other staff and parents, become part of a system, a school and a staff with all this implies, match the desirable with the possible and finally, cope with the physical demands of teaching full-time.

While this can prove rewarding, and hopefully does for new teachers, it makes for interesting times until the final moment when you know you made the right decision.

This page gives access to procedures and programs used in each state & territory, special reviews, reports and surveys, resources & tools, books, even Survival Guides. It looks at induction, mentoring and other special programs.

For related information, visit — the Professional Development pages.

States & Territories

Australian Capital Territory

  • Support for New Educators
    ‘New educators are supported during the early years of their career through a variety of programs’. Specifics can be found on the Professional Learning page.
  • Recruitment
    Registration information, How to Apply to Teach in ACT public schools, advice relating to this process.
  • Supporting Staff
    ‘The wellbeing of staff is core business for the ACT Education Directorate’.
  • Teach in the ACT [ACT Teacher Quality Institute]
    Four different aspects relating to registration are covered.
  • Work In Canberra
    ‘What we offer and other employment information’. ACT Government sites covering all areas of employment including aspects such as ACT information through to Employee tool kits.
  • Working with Us
    Looks at teaching in the Education Directorate system. Check sections in the menu at the left.

New South Wales

  • Beginning Teacher Conferences
    ‘Beginning Teacher Conferences are open to all new [beginning] teachers who are : employed as full time, temporary or casual teachers by the DET in the schools sector and located within a reasonable travelling distance of the conference’. NSWTF. They also have a Graduate Survival Kit.
  • Beginning Teachers Support Funding Policy
    ‘States the department’s policy for the provision of funding support to schools for eligible permanent and temporary beginning teachers’.
  • Casual and Temporary Teaching
    ‘The majority of teachers commence their careers in the NSW public education system as casual or temporary teachers. Whether employed on a day-to-day basis or in blocks, they carry out a vital role in public schools throughout NSW’.
  • Further support for in-school mentors
    ‘These resources support in-school mentors and provide effective practice focused support to beginning teachers ’.
  • Further support for reflection
    ‘Reflective practice is integral to a teacher’s professional growth. The following resources can support beginning teachers to reflect on their practice against the standards at the proficient career stage’.
  • Updated ! Quality induction with Strong start, Great Teachers
    ‘Quality induction gives beginning teachers a strong start. It supports them to become capable and confident teachers, intent on maximising the learning outcomes of their students’.
  • Refining Practice
    ‘The third phase of induction, refining practice, is where beginning teachers focus more broadly and deeply on teaching practice at the proficient teacher career stage’.
  • Strong Start Great Teachers
    ‘Every beginning teacher deserves a quality induction program in their first critical years of teaching - a program that is structured, comprehensive and school-based. Strong start great teachers [SSGT] provides schools with the induction support to achieve this’.
  • Teacher induction and Probation
    ‘During your first year of a career in teaching, induction plays a critical role in supporting your development as a capable and confident professional.
  • Teachers Handbook
    ‘The Handbook will contain the current conditions of employment for teachers in the Teaching Service, and list their responsibilities’.

Northern Territory

  • Induction for new teachers [Teach in the Territory]
    ‘As a new teacher in the Northern Territory, you will be offered induction and mentoring to help you settle in to your new role and workplace’.
  • Induction for Teachers [Department of Education]
    ‘The Northern Territory Department of Education is committed to building a culture of professional growth in all schools across the Northern Territory. Teachers will commence in schools at varying stages of their careers with a range of knowledge and experiences. Induction is a highly valuable process that provides a foundation for career-long professional growth’.
  • Teacher Registration Board

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Queensland

South Australia

Tasmania

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Victoria

  • Effective Mentoring Program​
    ‘The Effective Mentoring Program is a joint initiative run in partnership between the Department of Education and Training and the Victorian Institute of Teaching’. Victorian Institute of Teachingsite for this program is found at this link. A Reflective Guide to Mentoring is found here.
  • Guide for Beginning Teachers
    The document includes information from your welcome, Orientation Day through to mentoring and professional learning.
  • Initial Teacher Education
    ‘The single most important thing we can do to improve student outcomes is to improve the quality of teaching and learning in every classroom. Teachers play a pivotal role in building the Education State and are at the core of workplace reform’.
  • Induction
    Select one of the two options for either teacher or principals. Select the appropriate section on this page. Use the internal link or download the Guide for beginning Teachers.
  • Principals Induction Guide for New Teachers
    ‘Principals can support the induction of new teachers in their school by being explicit about the values and expectations that inform and reflect the behaviours and practices of staff within their school. Effective induction of beginning teachers in schools is primarily the responsibility of principals’.
  • Strengthening Induction Practices and Mentoring Programs
  • Supporting Provisionally Registered Teachers
    ‘Newly qualified teachers with provisional registration can access information and resources required to apply for full registration’.
  • Teaching Academies of Professional Practice
    ‘The cross-sectoral Teaching Academies of Professional Practice, for example, involve clusters of schools partnering with higher education institutions to deliver an immersive preparation experience for pre-service teachers and strengthen the links between theory, research and practice to enhance course effectiveness’.
  • The Pedagogical Model
    ‘The Pedagogical Model is a reference point for school leaders and teachers to develop a deeper understanding of what constitutes high quality teacher practice in the classroom’.

Western Australia

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Other Information

Books & Other Publications

  • Beginning Teacher’s Handbook
    ‘takes you through the challenges you will face in joining a school community, establishing positive relationships with parents from day one, and engaging the students you are given’. Fee-based.
  • New Teacher’s Kit
    ‘The New Teacher’s Kit is a complete set of downloadable, printable resources and classroom strategies’.
  • New-Teacher Toolbox
    US, but still applicable. Available through Amazon. Partly available through Google Books.

General Sites

  • 6 Ways Awesome Administrators Help New Teachers Face the First Year with a Smile
    ‘There’s an enormous gap between what you learned about teaching and what teaching is really like. Having a great administrator that first year can be a lifeline’. USA.
  • Beginning Teacher Myths
    ‘Here is a short list of misconceptions that new teachers often bring to the classroom’. NSW Teachers Federation.
  • Beginning Teacher Resources
    ‘On this page you will be able to find a number of links, suggestions, and ideas to help make your first year of teaching just a little bit less overwhelming’. USA.
  • Great Expectations …
    “Good News for Beginning Teachers”. Article full of advice from Dr Jane Bluestein.
  • The New Teacher Induction Program
    Ontario Ministry of Education, Canada. ‘Supports the growth and professional development of new teachers. A step in a continuum of professional learning for teachers to support effective teaching, learning, and assessment practices. Provides another full year of professional support so that new teachers can continue to develop’.
  • Teacher Induction : Supporting the Supporters of Novice Teachers in Europe
    ‘To develop a five-day intensive program for “mentors”, this definition included teachers in schools who had the task of inducting new teachers’. Article describing this process.

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Research, Reports & Surveys

Australian

  • Reframing feedback to improve teaching and learning
    2018; AITSL. ‘Teaching and learning activities, including formative and summative assessments, provide opportunities for teachers to gather evidence about students’ progress. This informs teacher feedback to students about their learning and what they need to do next to move forward. The evidence also provides feedback to teachers, allowing them to evaluate and, if necessary, adapt or change strategies to ensure they are meeting the learning needs of their students’.
  • The rise of online initial teacher education : what do we know ?
    2018; AITSL. ‘Online study in higher education is growing at a rapid pace in Australia. This is particularly the case for initial teacher education [ITE]. Despite this growing trend, little is known about online ITE in Australia, particularly with regard to who studies it, where they live, what influence it has on outcomes and graduate quality, and what quality assurance mechanisms are in place to support quality delivery’.
  • “Trying to keep afloat” : Early career teaching in an Australian setting
    2019; Dawn Joseph. ‘Narrative reflection and interview data is presented as a case study of ‘ Laura’ transitioning from student identity to teacher identity, putting theory into practice, thinking on her feet, looking after self, and keeping afloat. Using interpretative phenomenological analysis as an analytical tool, the findings are discussed in relation to three overarching themes : learning on the job, forming a teacher identity, and showing leadership. Limitations of the current study are acknowledged and lessons learnt may impact on teacher education and have implications for future research’.
  • What difference do standards make to educating teachers ?
    2018; OECD. ‘This paper reviews evidence on the interplay between professional standards for teachers, the content of teacher education and educational sciences, and provides three case studies to illustrate these interactions from Estonia, Australia and Singapore. In particular, it investigates what aligning teacher education programs to standards really mean; and what conception of educational sciences is reflected in the standards and the curriculum’.
  • What do we know about early career teacher attrition rates in Australia ?
    2016; Spotlight - AITSL. ‘There is a perception in Australia that there is a high attrition rate of teachers both during their initial teacher education and within the first five years of graduation from initial teacher education. The impact of attrition may be the loss of quality teaching graduates, which could in turn impact the development of a strong workforce of experienced, high calibre teachers – critical for student outcomes’.

International

  • Early career continuing professional development [CPD] :: Research
    2018; Gov. UK. ‘Qualitative research exploring support required by teachers in their early careers and good practice in CPD for early career teachers’. England.
  • Early Career Teachers : Pioneers Triggering Innovation or Compliant Professionals ?
    2018; OECD. ‘New teachers entering the profession are said to bring with them enthusiasm, idealism and recent training – a promising combination for innovative teaching. However, these early career teachers are also commonly portrayed as professionals facing exceptional challenges, with fragile identities who leave the career in high proportions. Can these new teachers help schools to innovate while trying to perform as effective teachers during their initial years? This paper argues that the difficulties most early career teachers encounter, which have largely remained unchanged over the last 50 years, are embedded characteristics of the teaching profession’. Multi-national.
  • Preservice Teacher Expectations of the Principal’ s Role in Teacher Induction
    2019; Shaoan Zhang, Matthew Nishimoto, Katrina Liu. ‘This study examines pre-service teacher expectations of the principal’ s role in teacher induction, using grounded theory methodology to explore the question : What role do secondary pre-service teachers expect of principals in the induction of novice teachers and how do their expectations develop ? This study broadens teacher induction research on the transition from pre-service teachers into the teaching profession and how school principals are perceived to be a part of that transition’. USA.
  • School and District Leaders Talk about Teacher Attrition
    2019; Rinat Arviv Elyashive. ‘Teacher attrition has become a challenge in many educational systems worldwide. Many studies have focused on teachers’ perspectives, while attempting to identify the factors that motivated teachers’ decision to leave the profession. The present study aimed to explore teacher attrition from the point of view of school leaders - principals and inspector’. Canada.
  • School Leaders’ Insights Regarding Beginning Teachers’ Induction in Belgium, Finland and Portugal
    2019; Estela Costa, Marta Almeida, Anna Sofia Pinho, Joana Pipa. ‘Although new teachers’ induction is a key issue of principals’ work, there’ s still little research on this. Occurring within the frame of a EU project, the goal of the study was to perceive the main needs of principals to support beginning teachers in Belgium [Flanders], Finland and Portugal. It built on a questionnaire applied to 1 654 principals in three countries’. Multi-national.

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Resources

AITSL

  • Building the right foundation : Improving teacher induction in Australian schools
    ‘This report was developed to provide a meta-analysis of the key research in the area of new teacher induction’. Contains three major sections.
  • Graduate to Proficient
    Australian guidelines for teacher induction into the profession. ‘The guidelines for teacher induction into the profession, frame support for beginning teachers to make the transition from the Graduate to the Proficient Career Stage, based on the Australian Professional Standards for Teachers’.
  • Initial Teacher Education : Data Report 2016 [AITSL]
    ‘This report brings together the available data on initial teacher education [ITE] in Australia. It includes information on ITE students and graduates, as well as ITE institutions and programs’. PDF download available.
  • My Induction App
    ‘The My Induction app brings together resources and activities to support your development in the first few years of teaching. It also provides advice and strategies for maintaining your personal wellbeing while transitioning to life as a working teacher’. Available in both Apple and Android formats.
  • Prepare for Practice
    ‘Whether you’re a pre-service teacher or a recent graduate, these resources are designed to help you prepare for your teaching practice’.
  • Reflect on your Leadership
    ‘Reflecting on where you are now and how to move forward can help you improve your leadership practice. Our self-assessment and reflection tools allow you to explore your leadership and plan your pathway towards improvement’.
  • Research on Induction Best Practice
    Annotated Bibliography, Induction environment scan, case studies, videos, more.
  • School Leadership eCollection - Induction
    A small series of reports, interviews, articles about induction processes for new staff. This page has been archived.
  • Start your Career
    ‘Your first years as a teacher can be as challenging as they are rewarding, so it's important that you receive the right support and guidance to develop your skills. Our resources can help you get used to the classroom and improve your practice as you transition to the Proficient career stage’.
  • Support New Teachers
    ‘Providing quality induction and support is critical to improving learner outcomes and developing the teacher's skills at the start of their career’. Includes video, case studies and more.
  • Mentoring the Beginning Teacher
    Article for this program. Alberta Teachers’ Association. Canada.
  • National Induction Programme for Teachers
    ‘Aims to support the induction of newly qualified teachers into the teaching profession in primary schools in Ireland’. A very detailed example of what occurs in other countries.
  • Resources Toolkit for New Teachers
    Edutopia. ‘From classroom management to working with parents, lesson planning to learning environments, this compilation of blogs, videos, and other resources provides an array of tips and advice for teachers just starting out’.
  • The New Teacher Centre
    ‘A national resource focused on teacher and administrator induction’. US-based. Articles, resources and sample programs may prove useful in an Australian setting.

Survival Guides

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