AITSL provides guidance for strong teacher induction

26 OCTOBER 2020

As schools and early childhood services begin thinking about their staffing arrangements for 2021, many are considering their approaches to induction and mentoring.

Research indicates that educational leaders can help their recruitment efforts by giving due consideration to a strong teacher induction process.”

“… teacher induction is a crucial element to ensuring the retention and quality of new teachers.” (Ingersoll & Strong 2011).

The Australian Institute for Teaching and School Leadership (AITSL) provides information on teacher induction focusing on why it matters and how to facilitate good induction.

Induction is an investment with high returns

Substantial Australian and international research demonstrates that high-quality induction has a dramatic effect on the transition into a working environment. The induction process can strengthen the skills and knowledge of early career teachers, expand their teaching repertoire, improve job satisfaction and commitment, and reduce teacher attrition in the early years. It supports early career teachers to manage their own wellbeing and career development.

The graduate teacher experience is a clear example. As graduate teachers enter the profession, they are characteristically enthusiastic, engaged and ready to make a difference. High-quality induction programs lead to graduate teachers having a material impact on learner outcomes. Effective support and active engagement in their own induction will assist graduate teachers in their work towards achieving the Proficient Teacher level in the Australian Professional Standards for Teachers (APST) – a condition for (full) teacher registration.

Top tips for effective induction

  1. The effectiveness of induction programs increase as the range of supports and strategies provided increase.
    The best induction programs include practice-focused mentoring, leadership contact, participation in collaborative networks, targeted professional learning, observation and reflection on teaching, practical information and time allocation. 
  2. Practice-focused mentoring, by one or more expert colleagues, is particularly powerful in supporting the transition of a teacher from the Graduate to Proficient career stage. 
  3. Induction should focus on four key areas: professional practices, professional identity, wellbeing and orientation.

AITSL - focus of induction

You can find out more about the research conducted into an effective induction program in AITSL’s Graduate to Proficient - Australian guidelines for teacher induction into the profession.